Crucial Problems in arranged the Lesson Plan of Vocational Teacher (LPVT)

Muhammad Nurtanto, Nur Kholifah, Alias Bin Masek, Putu Sudira, Achmad Samsudin

Abstract


Curriculum changes continue to occur based on the demands and challenges of globalization, especially the 2013 curriculum in Indonesia, which has undergone a change from the Education Unit Level Curriculum (KTSP 2006). Changes in the curriculum have led to the emergence of perceptions and readiness of vocational teachers and vocational schools in ambiguity. However, vocational teachers must have uniform thinking in implementing the 2013 curriculum. This study aims 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 4 cities and 3 districts in Banten Province was 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) CC and BC analysis of 45.31%, (b) program mapping of 38.37%, learning plan preparation of 39.45%, and (d) learning evaluation of 36.78%; (2) The quality of lesson plan (LP) the SLPAI based is divided into two groups, namely (a) 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.

Keywords


Lesson plan; Revision 2013 Curriculum; Vocational teachers; Learning programs; ICT

References


N. Norris, Curriculum and the Teacher: 35 Years of the Cambridge Journal of Education. Routledge, 2014.

S. Nunalall, ‘The effect of continuous curriculum policy changes on the professional lives of foundation phase teachers in post-apartheid South Africa.’, Thesis, 2012.

Z. Li, Z. Yan, and Z. Yu, ‘A Study on Problems and Strategies of Curriculum Resources Development and Utilization by Teachers in Rural Junior Middle School: A Case Study of a County of Sichuan Province in China’, vol. 10, no. 5, pp. 154–158, 2014, doi: 10.3968/4809.

P. F. Oliva, Developing the Curriculum. Allyn and Bacon, 2005.

L. Aprillianti, ‘Comparison between Concept of Evaluation on KTSP Curriculum and 2013 Curriculum’, UHAMKA Int. Conf. ELT CALL UICELL Jkt. 22-23 Novemb. 2018, pp. 95–109, 2018.

Nur Humairatul Ulya A., ‘The Effects of the Implementation of 2013 Curriculum to Students’ English Learning Achievement at SMAN 1 Alla’ Enrekang’, ETERNAL Engl. Teach. Learn. Res. J., vol. 1, no. 1, pp. 145–166, 2015, doi: 10.24252/Eternal.V11.2015.A2.

N. Noviawati, ‘The Implementation of 2013 Curriculum in English Teaching Learning at Man 1 Pekalongan’, IJET, vol. 6, no. 2, pp. 218–228, 2017.

N. Aceska, ‘New Science Curriculum Based on Inquiry Based Learning - A Model of Modern Educational System in Republic of Macedonia’, J. Educ. Sci. Environ. Health, vol. 2, no. 1, Art. no. 1, Jan. 2016, Accessed: Jun. 29, 2020. [Online]. Available: https://www.jeseh.net/index.php/jeseh/article/view/13.

S. H. Hasan, ‘History Education in Curriculum 2013: A New Approach to Teaching History’, Hist. J. Pendidik Dan Peneliti Sej., vol. 14, no. 1, pp. 163–178, Dec. 2013, doi: 10.17509/historia.v14i1.2023.

P. Suparno, ‘Curriculum as a subject of experiment’, The Jakarta Post. https://www.thejakartapost.com/news/2014/12/18/curriculum-a-subject-experiment.html (accessed Jun. 29, 2020).

S. Suyanto, ‘A reflection on the implementation of a new curriculum in Indonesia: A crucial problem on school readiness’, AIP Conf. Proc., vol. 1868, no. 1, p. 100008, Aug. 2017, doi: 10.1063/1.4995218.

S. Blackley, Y. Rahmawati, E. Fitriani, R. Sheffield, and R. Koul, ‘Using a Makerspace approach to engage Indonesian primary students with STEM’, Issues Educ. Res., vol. 28, no. 1, pp. 18–52, 2018.

C. R. Prihantoro, ‘The perspective of curriculum in Indonesia on environmental education’, Int. J. Res. Stud. Educ., vol. 4, no. 1, pp. 77–83, 2014, doi: 10.5861/ijrse.2014.915.

Z. Ayvaz-Tuncel and İ. Tuncel, ‘Good teacher perceptions of students attending the pedagogical formation certificate program’, Int. J. Eval. Res. Educ. IJERE, vol. 8, no. 1, Art. no. 1, Mar. 2019, doi: 10.11591/ijere.v8i1.17093.

H. Ujir, S. F. Salleh, A. S. W. Marzuki, H. F. Hashim, and A. A. Alias, ‘Teaching workload in 21 st century higher education learning setting’, Int. J. Eval. Res. Educ. IJERE, vol. 9, no. 1, Art. no. 1, Mar. 2020, doi: 10.11591/ijere.v9i1.20419.

C. Wacker and L. Olson, ‘How Educators’ Perspectives Shape Student Success’, p. 30, 2019.

D. Lynch and R. Smith, Designing the Classroom Curriculum. Lulu.com, 2011.

H. Retnawati, S. Hadi, and A. C. Nugraha, ‘Vocational High School Teachers’ Difficulties in Implementing the Assessment in Curriculum 2013 in Yogyakarta Province of Indonesia’, Int. J. Instr., vol. 9, no. 1, pp. 33–48, Jan. 2016, Accessed: Jun. 29, 2020. [Online]. Available: https://eric.ed.gov/?id=EJ1086958.

U. Kusmawan, S. Aisyah, I. Rokhiyah, Andayani, D. R. Jovanka, and D. Sukmayadi, Emerging Perspectives and Trends in Innovative Technology for Quality Education 4.0: Proceedings of the 1st International Conference on Innovation in Education and Pedagogy (ICIEP 2019), October 5, 2019, Jakarta, Indonesia. Routledge, 2020.

I. Gunawan, ‘Indonesian Curriculum 2013: Instructional Management, Obstacles Faced by Teachers in Implementation and the Way Forward’, presented at the 3rd International Conference on Education and Training (ICET 2017), Batu City, Indonesia, 2017, doi: 10.2991/icet-17.2017.9.

T. Fujii, ‘Designing and Adapting Tasks in Lesson Planning: A Critical Process of Lesson Study’, ZDM Int. J. Math. Educ., vol. 48, no. 4, pp. 411–423, Jul. 2016, doi: 10.1007/s11858-016-0770-3.

B. Piper, Y. Sitabkhan, J. Mejia, and K. Betts, ‘Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization’, RTI Press, May 2018. doi: 10.3768/rtipress.2018.op.0053.1805.

D. Yusnida, A. Muslem, and A. Manan, ‘A Study of Teaching Listening’, Engl. Educ. J. EEJ, vol. 8, no. 4, pp. 439–456, 2017.

Z. Arifin, M. Nurtanto, A. Priatna, N. Kholifah, and M. Fawaid, ‘Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model’, TEM J., vol. 9, no. 2, pp. 786–791, 2020, doi: 10.18421/TEM92-48.

Z. Arifin, M. Nurtanto, W. Warju, R. Rabiman, and N. Kholifah, ‘The TAWOCK Conceptual Model for Content Knowledge for Professional Teaching in Vocational Education’, Int. J. Eval. Res. Educ. IJERE, vol. 9, no. 3, Art. no. 3, Sep. 2020, doi: 10.11591/ijere.v9i3.20561.

B. Hurst, R. Wallace, and S. B. Nixon, ‘The Impact of Social Interaction on Student Learning’, Read. Horiz., vol. 52, no. 4, pp. 375–398, 2013.

J. M. Harackiewicz, J. L. Smith, and S. J. Priniski, ‘Interest Matters: The Importance of Promoting Interest in Education’, Policy Insights Behav. Brain Sci., vol. 3, no. 2, pp. 220–227, Oct. 2016, doi: 10.1177/2372732216655542.

H. Timperley, Teacher professional learning and development: best evidence synthesis iteration (BES). Wellington (New Zealand): Ministry of Education, 2007.

C. Girvan, C. Conneely, and B. Tangney, ‘Extending experiential learning in teacher professional development’, Teach. Teach. Educ., vol. 58, pp. 129–139, 2005, doi: 10.1016/j.tate.2016.04.009.

M. Palobo, M. Sianturi, I. Marlissa, R. Purwanty, O. Dadi, and A. Saparuddin, ‘Analysis of Teachers’ Difficulties on Developing Curriculum 2013 Lesson Plans’, presented at the Proceedings of the 1st International Conference on Social Sciences (ICSS 2018), Bali, Indonesia, 2018, doi: 10.2991/icss-18.2018.278.

S. Asari, N. Fauziyah, and S. Uchtiawati, ‘Improving Teacher Pedagogic Competences in Remote Areas through Lesson Study Activity’, Int. J. Educ. Lit. Stud., vol. 6, no. 2, p. 53, Apr. 2018, doi: 10.7575/aiac.ijels.v.6n.2p.53.

F. A. Ningtiyas and Jailani, ‘Does Teacher’s Training Affect the Pedagogical Competence of Mathematics Teachers?’, J. Phys. Conf. Ser., vol. 1097, p. 012106, Sep. 2018, doi: 10.1088/1742-6596/1097/1/012106.

M. H. Rahman, ‘Professional Competence , Pedagogical Competence and the Performance of Junior High School of Science Teachers’, J. Educ. Pract., vol. 5, no. 9, p. 75, 2014, Accessed: Jun. 29, 2020. [Online]. Available: https://www.iiste.org/Journals/index.php/JEP/article/view/11868.

A. Hakim, ‘Contribution of Competence Teacher (Pedagogical, Personality, Professional Competence and Social) On the Performance of Learning’, p. 12, 2015.

A. Saeroji, A. Slamet, and M. Khafid, ‘Scientific Learning Approach on Subject Material Computer Application for Financial Administration’, J. Econ. Educ., vol. 7, no. 1, pp. 10–17, 2017.

I. Nurhikmayati and I. Nurhikmayati, ‘Scientific Learning to Improve Critical Thinking Ability’, Eduma Math. Educ. Learn. Teach., vol. 7, no. 2, pp. 1–10, Dec. 2018, doi: 10.24235/eduma.v7i2.3398.

S. Suyanto, ‘The Implementation of the Scientific Approach through 5Ms of The New Curriculum of 2013 in Indonesia’, J. Cakrawala Pendidik., vol. 37, no. 1, Art. no. 1, Mar. 2018, doi: 10.21831/cp.v37i1.18719.

S. Reis, ‘Curriculum reform: Why? What? How? and how will we know it works?’, Isr. J. Health Policy Res., vol. 7, Jun. 2018, doi: 10.1186/s13584-018-0221-4.

L. M. Rea and R. A. Parker, Designing and Conducting Survey Research: A Comprehensive Guide. John Wiley & Sons, 2014.

C. L. Jacobs, S. N. Martin, and T. C. Otieno, ‘A Science Lesson Plan Analysis Instrument for formative and summative program evaluation of a teacher education program’, Sci. Educ., vol. 92, no. 6, pp. 1096–1126, 2008, doi: 10.1002/sce.20277.

S. Arikunto, ‘Prosedur penelitian : suatu pendekatan praktik’, 2011. https://opac.perpusnas.go.id/DetailOpac.aspx?id=217760 (accessed Jun. 30, 2020).

T. J. Swim, Infants and Toddlers: Curriculum and Teaching. Cengage Learning, 2013.

E. A. Nevenglosky, C. Cale, and S. P. Aguilar, ‘Barriers to effective curriculum implementation’, Res. High. Educ. J., vol. 36, pp. 1–31, 2019.

A. Jaedun and V. L. Hariyanto, ‘An evaluation of the implementation of Curriculum 2013 at the building construction department of vocational high schoos in Yogyakarta’, J. Educ., vol. 7, no. 1, p. 9, 2014.

R. V. Brittin, ‘Preservice and Experienced Teachers’ Lesson Plans for Beginning Instrumentalists:’, J. Res. Music Educ., vol. 53, no. 1, pp. 26–39, Aug. 2016, doi: 10.1177/002242940505300103.

L. Rusznyak and E. Walton, ‘Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge’, Educ. Change, vol. 15, no. 2, pp. 271–285, Dec. 2011, doi: 10.1080/16823206.2011.619141.

E. Vdovina and L. C. Gaibisso, ‘Developing Critical Thinking in the English Language classroom: A Lesson Plan’, Engl. Lang. Teach. Assoc. ELTA SERBIA, vol. 1, no. 1, pp. 54–68, 2013.

A. Ismail, W. N. Adnan, A. Masek, R. Hassan, S. Hashim, and & M. E. Ismail, ‘Effectiveness of Entrepreneurship Programmes in Developing Entrepreneurship Skills towards Quality TVET Graduates’, J. Tech. Educ. Train., vol. 11, no. 1, Art. no. 1, Mar. 2019, doi: https://doi.org/10.30880/jtet.2019.11.01.010.

E. H. Y. Koh, Risk Management Competency Development in Banks: An Integrated Approach. Springer, 2019.

D. Linda and L. Miltiadis, Learning Strategies and Constructionism in Modern Education Settings. IGI Global, 2018.

A. Masek, ‘An Appropriate Technique of Facilitation Using Students’ Participation Level Measurement in the PBL Environment’, Int. J. Eng. Educ., vol. 32, no. 1(B), pp. 402–408, 2016.

M. Nurtanto, Z. Arifin, H. Sofyan, W. Warju, and S. Nurhaji, ‘Development of Model for Professional Competency Assessment (PCA) in Vocational Education: Study of the Engine Tune-Up Injection System Assessment Scheme’, J. Tech. Educ. Train., vol. 12, no. 2, Art. no. 2, Feb. 2020, Accessed: Jun. 30, 2020. [Online]. Available: https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/5152.

M. Nurtanto, H. Sofyan, P. Pardjono, and S. Suyitno, ‘Development model for competency improvement and national vocational qualification support frames in automotive technology’, Int. J. Eval. Res. Educ., vol. 9, no. 1, pp. 168–176, 2020, doi: 10.11591/ijere.v9i1.20447.

J. K.-S. Chan, ‘Teachers’ responses to curriculum policy implementation: colonial constraints for curriculum reform’, Educ. Res. Policy Pract., vol. 9, no. 2, pp. 93–106, Jun. 2010, doi: 10.1007/s10671-010-9082-5.

S. Sentance and A. Csizmadia, ‘Computing in the curriculum: Challenges and strategies from a teacher’s perspective’, Educ. Inf. Technol., vol. 22, no. 2, pp. 469–495, Mar. 2017, doi: 10.1007/s10639-016-9482-0.

R. Rabiman, M. Nurtanto, and N. Kholifah, ‘Design and development E-learning system by learning management system (Lms) in vocational education’, Int. J. Sci. Technol. Res., vol. 9, no. 1, pp. 1059–1063, 2020.

C. J. Stanny, ‘Reevaluating Bloom’s Taxonomy: What Measurable Verbs Can and Cannot Say about Student Learning’, Educ. Sci., vol. 6, Dec. 2016, Accessed: Jul. 03, 2020. [Online]. Available: https://eric.ed.gov/?id=EJ1135621.




DOI: http://doi.org/10.11591/ijere.v10i1.20604
Total views : 95 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Institute of Advanced Engineering and Science

International Journal of Evaluation and Research in Education (IJERE)
p-ISSN: 2252-8822, e-ISSN: 2620-5440

View IJERE Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.