Development of an E-Learning instructional model for vocational training in Indonesia.

This research aims to produce an E-learning instructional model for vocational schools (VS) in Indonesia by implementing a system of E-learning instructional design that allows teachers to develop and teach their own e-learning lessons. This study reports a design-based research and development activity which was performed over three years, 2012-2014. In the first year, assessment and development of criteria for E-learning & instructional design in VS and its indicators were performed. The second year was used to develop a guide book of E-learning instructional design in VSs, based on the results of the first year of the study when a focus group discussion (FGD) was held to discuss, test, and revise the draft guidebook. In the third year the dissemination of E-learning instructional design was executed, involving 22 teachers from around Yogyakarta Province. Quantitative analysis of the E-learning instructional model in VS led to different values of adoption for the specific components, such as guidebooks, learning modules, and DVD based training. The final results showed that the model of E-learning instruction in VS is suitable to support and motivate the teachers in dissemination and for developing their teaching material by using the E-learning instructional model guidebook

The Problem Based Learning (PBL)-Based Entrepreneurship Learning Model Development to Improve the Life Skills of the Teacher Training Students in Private Universities throughout Solo Raya

Purpose – This research aims at providing a PBL-based Entrepreneurship learning model to improve the student life skills in Private Faculties of Teacher Training and Educationin Solo Raya. Method – This research was a “research and development”. The research and development model consists of three steps: preliminary study, model development, and model testing. The research study stage employed a qualitative research; techniques of collecting data used were observation, interview, and content analysis and archive, while the data validation was done using data (source), method and theory triangulations, and informant review; data analysis was done using an interactive model of analysis. Findings – The implementation of life skills education in FKIP of UNISRI was not based on specific curriculum yet; the curriculum is integrated into all courses existing in the Study Program. The life skill content of each course is different but proportional and consistent with the characteristics of the course. Life skill education was given to the students in terms of the thinking and working skill, knowledge, and attitude the students to prepare themselves as independent members of society. Significance – The Problem Based Learning (PBL)-Based Entrepreneurship learning model development could improve the life skills of the private Teacher Training and Education Faculty’s Students throughout Solo Raya

Reducing the Cost of Technical and Vocational Education

Teaching/Communication/Extension/Profession,

Lending for learning : twenty years of World Bank support for basic education

The author traces the development of the World Bank's lending policies for education and draws lessons and recommendations from the Bank's experience. The Bank's lending for primary education has supported four main objectives : expanding educational opportunities, improving instructional quality, increasing efficiency, and strengthening management in the sector. In nonformal education, Bank lending has supported the goals of developing practical skills, promoting basic literacy, and building income generating skills. The author argues that Bank support to education has been most successful when it provides for in-depth analysis of subsectoral issues, concentrates on a few objectives, sustains its committment to these objectives over a long period, and delegates to the borrowing country the responsibility for sectoral analysis, policy formulation, and project development and implementation. From his review of Bank experience in supporting basic education, the author makes five principal recommendations for designing education projects : 1) support the locally determined processes that drive educational development; 2) invest in the most cost-effective inputs; 3) test carefully how an investment package works in a particular setting and monitor outcomes constantly; 4) strengthen the institutional capacity for national and regional strategic planning and management; and 5) design projects to allow a flexible response to a wide variety of local needs and unplanned events.Teaching and Learning,Curriculum&Instruction,Primary Education,Gender and Education,Girls Education

The Development of Historical Instruction/Teaching Material in Senior High Schools Based on Local History with SOI Approach

ABSTRACT Purpose: The purpose of this research is to develop more comprehensive model of historical instructional materials that is a model of local history-based teaching materials and oriented to local historical events. The method used in the development of historical instructional materials is Research and Development (R & D) approach. This research is to formulate a development model of teaching materials on Indonesian history with local history. So the appropriate method in this research is the R & D method/approach.The development of historical materials based on local history will give students an understanding of the historical values that occur in their environment so that the understanding level of historical values will more achieve the target in the historical learning objectives. Method: The method used in the development of historical instructional materials is Research and Development (R & D) approach. This research is to formulate a development model of teaching materials on Indonesian history with local history. So the appropriate method in this research is the R & D method/approach. Findings: The developed product is teaching materials about Indonesian history arranged on the concept of SOI (Selecting, Organizing, and Integrating.). The development of historical teaching materials with SOI begins with the gathering of local historical sources which are relevant to the national curriculum on the history subjects. The selection result based on the observations of historical objects and oral sources is combined with existing knowledge of history and sorted which is included in national curriculum. After the materials are selected/sorted then the next stage is to organize them which are suitable with material orders (basic competence) on nasional curriculum. The last stage before organizing the teaching materials is to combine the local history with national curriculum of history subjects into the historical teaching materials. The product of teaching materials is able to accommodate the materials of local history relating to the basic competence in the national curriculum

Development of Learning Media Based on Active Learning for Principles Design Subject to Conduct Students Intellectual Skills

This study aims to accommodate the learning ability of students to do with the intellectual skills that include skill discriminate or distinguish information, defines the concept of skill, and skill in applying the rules of the course design principles. The study was designed in two stages. The first stage, a preliminary study of the principles of product development engineering courses. The second phase, further research in the form of class action research steps followed by three cycles of Lewin's model of the steps include (1) planning, (2) action, (3) observations, and (4) reflection. Implementation of the four components of relationship is seen as one cycle. Learning in classroom action research using active learning strategies, the results indicate that the product of learning the principles of design applied to the active learning strategies can enhance the intellectual skills. In conclusion, learning on the course design principles are implemented with the active learning with the help of media interactive learning can assist students in learning to apply the principles of designing a simple technological tools, so as to enhance the intellectual skills of student

Crucial problems in arranged the lesson plan of vocational teacher

This study aimed to explore the implementation of the 2013 curriculum in vocational schools, Banten in terms of the readiness and quality of the learning tools that have been prepared. A total of 957 respondents from 2017 to 2018, consisting of four cities and three districts in Banten Province were involved in the training and mentoring program, namely vocational teachers and vice-principals in the curriculum field. Data were collected using questionnaire sheets, FGD notes, and observation check dates. The data obtained are analyzed and interpreted based on the specified categories. The results showed that: 1) Teacher readiness for learning tools in the components a) Core Competencies (CC) and Basic Competencies (BC) analysis of 45.31%, b) Program mapping of 38.37%, learning plan preparation of 39.45% and c) Learning evaluation of 36.78%; 2) The quality of lesson plan (LP) the science lesson plan analysis instrument (SLPAI) based is divided into two groups. The category "Quality" in the instructional program and instructional plan aspects, and the category "Moderate" in the instructional media and assessment and others aspects; and 3) The difficulty of learning device components, including authentic assessment, use of methods, literacy approaches, and lesson planning. The implementation of training, mentoring, and supervision programs are adjusted to the experience of vocational teachers taking into account the teacher's involvement in the implementation of the curriculum, age, and school readiness

Twenty-First Century Instructional Design: Guiding Vocational Instructors Designing E-Module

Instructional design can be challenging in a vocational education setting, such as in a beauty institution where knowledge has to be balanced with practice, and trained individuals in this area are needed specifically for the new and emerging profession of health and beauty consultant. The e-module was designed using the Dick and Carey model consist of 10 steps. This study uses qualitative approach through semi-structured interviews conducted online with 3 students, 1 instructor and 2 observers from skin analysis class in PIBI Surabaya. The transcribed interview data were analysed using Atlas.ti software to produce codes. This study aimed to develop an instructional design for non-formal vocational education as a guide for instructors in creating quality training using an online learning approach. Based on the qualitative results, there are 4 categories that the researcher were asking about, which is media, content, strategy, and student’s response with feasible, practical and effective as the indicators. This study concluded that the instructional design can be used as a reference for instructors in preparing and delivering learning materials where the focus is centred on individual student, with the end goal of achieving competencies (attitude, skill and knowledge/ASK), eight employability skills, five dimensions of competence and twenty-first century skills according to the needs of the industry nowadays

Vocational education and training : a review of World Bank investment

In the past ten years the most striking achievement of vocational education and training (VET) has been the development of national training systems from nonformal training centres and post secondary technical education institutions. This has happened largely in middle income countries. Investments in low income countries, especially those in Sub Saharan Africa, have been less successful. In addition implementation weakness and stagnating economies have made it difficult to set up any type of training. Investment in national training programs has just begun in these poorer countries, and success is uncertain because of continuing economic constraints. These patterns suggest that the level of economic development and the consequent size and dynamism of industrial employment have a powerful influence on the outcome of investments in vocational education and training. In small low income countries, recent Bank experience suggests that resources be concentrated in nonformal training centres, training quality, development of management capacity in training institutions, and aggressive marketing of training opportunities and services.Teaching and Learning,Primary Education,Gender and Education,Curriculum&Instruction,ICT Policy and Strategies