KESAHAN DAN KEBOLEHPERCAYAAN INSTRUMEN KOMPETENSI PENGAJAR TVET TERHADAP PENGAJARAN TEKNIKAL BERDASARKAN PENDEKATAN MODEL RASCH

Pilot study carried out to verify and check on reliability instrument for TVET instructor competency. Instrument consists of 60 items and distributed to 30 of TVET instructor that involved with technical education at Institut Latihan Perindustrian Pasir Gudang, Johore. Instrument are developed to measured three (3) construct; i) technical aspect ii) learning and methodology aspect and iii) humanity and social aspect. Through this approach, respondent and item reliability been measured with more accurate than using Alpha Cronbachs' value. Rasch Measurement Model (using Winstep version 3.69. 1. 11) measured the reliability and separation item- respondent, Point Measure Correlation (PTMEA CORR), fitness of item to measure the construct (outfit Mean-Square or MNSQ) and Standardized residual Correlation. This approach allows expelled of item that not follow the requirement based on the diagnosis. Final result of analysis, out of 60 item, 7 item need to be expelled and the rest of the item, which is 53 item are suitable to measure three (3) construct TVET instructor competency towards technical lesson. Respondent consist of real respondent as this study only involved pilot study

COMPETENCY OF TVET INSTRUCTOR TOWARD TECHNICAL LESSON IN INSTITUT LATIHAN PERINDUSTRIAN (ILP)

There are many factors that cause poor production quality of TVET graduates and one of them is due to instructor's competency. Therefore, the purpose of this study is to identify the level of mastery for technical aspect, learning and methodology aspects, and humanity and social aspect of TVET instructor toward technical lesson in Institut Latihan Perindustrian (ILP). Besides that, the researchers want to identify the difference in the level of technical aspect, learning and methodology aspect as well as the humanity and social aspects of TVET Instructor competence based on the teaching experience in Institut Latihan Perindustrian. This study is a descriptive survey using a questionnaire as an instrument. Instruments for pilot study were analyzed using Winsteps software with Rasch Measurement Model approach. Total sample involve 126 TVET instructor from southern ILP that selected randomly. The data was analysed using descriptive and inferential statistic. The results show that the level of mastery of TVET Instructor from technical aspect (mean = 4.27), learning and metodology aspects (mean = 4.32) and humanity and social aspects (mean = 4, 10) are at high level. Inference analysis based on DGF (Differential Group Functioning) t-test does not differ in the level of mastery of technical aspects and humanity and social aspects but there is a difference in the level of mastery of learning and methodology aspect between middle-level instructors and experienced instructors