Dick and Carey Systems Approach Model

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2. Dick and Carey Systems Approach Model

Dick and Carey Systems Approach Model is one of instructional design models used for designing instructional materials. Typically, this instructional design model describes the procedures and techniques employed by the instructional designer to design, develop, evaluate, and revise instructional materials Dick and Carey, 1996. Figure 2.2 describes the sequential steps of this instructional design model. Figure 2.2. Dick and Carey Systems Approach Model The ten steps of Dick and Carey Systems Approach Model shown in Figure 2.2 can be elaborated as follows. a. Identify instructional goals This step is aimed to determine what the learners should be able to do when they have completed the instruction. The instructional goals can be derived from a list of goals from a needs assessment, from practical experience with learners‟ learning difficulties, or from a need for new instruction. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 16 b. Conduct instructional analysis After the instructional goals are identified, steps describing what learners do in order to perform the goals are determined. The final step in the instructional analysis process is to determine entry behaviours, which are skills, knowledge, and attitude required of learners to be capable in beginning the instruction. c. Analyze learners and contexts Besides analyzing the instructional goals, there is also an analysis of the learners and the contexts where they will learn the skills and where they will use them. In this step, learners‟ current skills, preferences, and attitudes are determined along with the instructional setting and the setting where the skills will be used. d. Write performance objectives Based on the previous two analyses, specific statements of what the learners are able to do when completing the instruction are written. These statements identify the skills to be learned, the conditions under which the skills must be performed, and the criteria of successful performance. e. Develop assessment instruments Based on the objectives written, assessments are developed. The developed assessments are to measure the learners‟ performance ability as described in the objectives. Therefore, the behaviours identified in the objectives are associated to what the assessment requires. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 17 f. Develop instructional strategy In this step, the strategy used in the instruction is identified in purpose of achieving the terminal objectives. The strategy is based on the current learning theories and learning research results, the instruction delivery medium characteristics, the learned content, and the learners‟ characteristics. g. Develop and select instructional materials In this step, the instructional strategy is used to produce the instruction. This usually includes a learner‟s manual, instructional materials, and tests. The decision to develop materials depends on the type of learning, the availability of existing relevant materials, and available developmental resources. h. Design and conduct formative evaluation of instruction To complete the instruction draft, a series of evaluation is conducted to collect data in order to identify way to improve the instruction. The types of formative evaluation are one-to-one evaluation, small-group evaluation, and field evaluation. The information obtained from each type of evaluation can be used to improve the instruction. i. Revise instruction The final step is revising the instruction. Data gained from formative evaluation are summarized and interpreted to identify difficulties experienced by learners in achieving the objectives and then relate them to specific weaknesses in the instruction. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 18 j. Design and conduct summative evaluation In this step, summative evaluation is conducted to determine the value of the instruction. It occurs after the instruction has been formatively evaluated and sufficiently revised to meet standards of the instructional designer.

3. School-Based Curriculum