MODEL AFL UNTUK MENINGKATKAN PEMAHAMAN DAN HIGHER ORDER THINKING SKILLS MAHASISWA VOKASI BIDANG BUSANA

Widihastuti Widihastuti; Suyata Suyata

doi:10.21831/pep.v18i2.2866

MODEL AFL UNTUK MENINGKATKAN PEMAHAMAN DAN HIGHER ORDER THINKING SKILLS MAHASISWA VOKASI BIDANG BUSANA

Widihastuti Widihastuti, Universitas Negeri Yogyakarta
Suyata Suyata, Universitas Negeri Yogyakarta

10.21831/pep.v18i2.2866

Abstract

Penelitian ini bertujuan: (1) mengembangkan model AFL berbasis HOTS untuk pembelajaran bidang busana di perguruan tinggi; (2) menguji keefektifan model AFL berbasis HOTS dalam meningkatkan pemahaman dan HOTS mahasiswa pendidikan vokasi bidang busana. Penelitian pengembangan ini menggunakan HC-ADDIE modification model. Tahapan research meliputi analysis & need assessment. Tahapan development meliputi design prototype model, validasi model, uji keterbacaan, melatih dosen, uji coba terbatas dan diperluas sebagai implementation, analysis, dan evaluation melalui CAR. Tahapan diffusion meliputi diseminasi hasil penelitian melalui seminar dan jurnal. Subjek uji coba adalah mahasiswa S1 Pendidikan Teknik Busana, Fakultas Teknik, UNY. Analisis data menggunakan teknik statistik deskriptif kuantitatif dengan penyajian data berupa tabel, grafik, dan diagram, serta menggunakan teknik statistik inferensial yaitu one-way ANOVA, dengan bantuan program Excell dan SPSS for Windows 17.0. Hasil penelitian menunjukkan: (1) model AFL berbasis HOTS berhasil dikembangkan melalui HC-ADDIE modification model; (2) model AFL berbasis HOTS terbukti efektif untuk meningkatkan pemahaman dan HOTS mahasiswa.

Kata kunci: AFL, HOTS, mahasiswa vokasi bidang busana

_____________________________________________________________

THE AFL MODEL TO IMPROVE UNDERSTANDING AND HIGHER ORDER THINKING SKILLS OF STUDENTS OF CLOTHING IN COLLEGE

Abstract

This study aims: (1) to develop a model of HOTS-based AFL to the teaching and learning of clothing in college; (2) to investigate the effectiveness of the developed model of HOTS-based AFL to improve understanding and HOTS of student of clothing vocational education. This study is a development research, using HC-ADDIE modification model that is the collaboration and modification of the research, development, and diffusion of Hopkins & Clark model with ISD-ADDIE model and the classroom action research. The stages of research include analysis and needs assessment. The stages of development include designing prototype models, validating model, testing reliability, training lecturer/observer, conducting limited and extended trials as implementation, analysis, and evaluation through the classroom action research. The stages of diffusion include the dissemination of research results through seminars and journals. The subjects of this study were under graduate student teachers majoring in the field of clothing of vocational education in the first semester of 2012/2013 at Clothing Technical Education Program, Faculty of Engineering, Yogyakarta State University. The data analysis used the descriptive statistical techniques with the presentation in the form of tables, graphs, and diagrams, as well as using inferential statistical techniques namely one-way ANOVA. The process of data analysis used Excel and SPSS for Windows 17.0 program. The results of this study are as follows: (1) The HOTS-based AFL model for the teaching and learning of clothing to the student of clothing vocational education is successfully developed through the HC-ADDIE modification model. (2) The HOTS-based AFL model is effective to improve the students’ understanding and students’ HOTS.

Keywords: AFL, HOTS, student of clothing vocational education

Keywords

AFL; HOTS; mahasiswa vokasi bidang busana

Full Text:

FULL TEXT PDF

References

Arter, J. (2002). Assessment for learning vs assessment of learning. Diakses tanggal 6 Maret 2006 (31 Januari 2012) dari http: www. assessmentinst. com/ forms/ article-assess FORvOF.pdf.

Assessment Reform Group. (1999). Assess- ment for learning: Beyond the black box. University of Cambridge School of Education. Diakses tanggal 2 Februari 2006 dari http://www.assessment- reform-group.org.uk.

Barak, M. & Dori, Y.J. (2009). Enhancing higher order thinking skills among inservice science teachers via embedded assessment. Published online: 28 July 2009. Spring- er Science+ Business Media, B.V. 2009: J Sci Teacher Educ (2009). 20: 459-474. DOI: 10.1007/s10972-009-9141-z.

CEA. (2003). Quality statement on assessment practice (secondary). Diakses tanggal 1 Februari 2006 dari

Cotton, K. (1993). Developing employability skills. School Improvement Research Series. Research You Can Use. Close- up#15. Diakses pada tanggal 6 Januari 2012 dari http://www.nwrel.org/scpd/ sirs/8/c015.html.

Davies, A. (2000). Making classroom assessment work. Cortenay: Connection Publishing. Delisle, R. (1997). How to use problem-based learning in the classroom. Alexandria:

ASCD.

Earl, L.M. (2003). Classroom assessment for deep understanding: Shifting from assessment of learning to assessment for learning and assessment as learning. Thousand Oaks: Corwin Press.

Gareis, C.R. & Grant, L.W. (2008). Teacher- made assessments: How to connect curriculum,instruction, and student learning. New- York: Eye on Education.

Goode, K., et.al. (2010). Curriculum Insert: Assessment for learning. ETFO Voice.

Kerka, S. (1992). Higher order thinking skills in vocational education. Columbus Ohio: ERIC Clearinghouse on Adult, Career, and Vocational Education. Center on Education and Training for Employ- ment. Journal ERIC DIGEST, 127.

Miarso, Yusufhadi. (2009). Ringkasan eksekutif kajian pemetaan pendidikan kejuruan. Di- akses pada tanggal 29 Februari 2009 dari http://yusufhadi.net/pemetaan- pen didikan-kejuruan#

Moore, B., & Stanley, T. (2010). Critical thinking and formative assessment. New- York: Eye on Education.

Nevin R.F., Jr. (1997). The identification of national trends and issues for work- place preparation and their implications for vocational teacher education. Digi- tal Library and Archieves Virginia Poly- technic Institute and State University: Journal of Vocational and Technical Education (JVTE). 14, 1.

Robinson, J.P. (2000). What are employability skills the workplace: A fact sheet, Article Journal Alabama Cooperative Extension System, 1, 3. Diakses pada tanggal 6 Januari 2012 dari http://proquest.umi.com/pqdweb.

Rose, C. & Nicholl, M.J. (2000). Accelerated learning for the 21st century. Bandung: Nuansa.

Smith, C.W. & Cumming, J.J. (2009). Educa- tional assessment in the 21st century: connecting theory and practice. New York: Springer.

Stiggins, R.J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta-Kappan, 83, 758-765.

Stiggins, R.J. & Chappuis, J. (2005). Using student-involved classroom assessment to close achievement gap. Theory Into Practice, 44 (1), 11-18.

Thomas, R.G. & Litowitz, L. (1986). Vocatio- nal education and higher order thinking skills: An agenda for inquiry. Minnesota Univer- sity: St. Paul Minnesota Research & Development Center for Vocational Education.

DOI: https://doi.org/10.21831/pep.v18i2.2866