DEVELOPMENT OF PERFORMANCE ASSESSMENT BASED ON CURRICULUM 2013 IN VOCATIONAL EDUCATION IN DIY Sulaeman Deni Ramdani(1) & Haryanto(2) Vocational Education and Technology Department Postgraduate Yogyakarta State University Kampus Karangmalang, Yogyakarta 55281 Telp. +62274-550836 Email:
[email protected](1) &
[email protected](2) Vocational education as one of the secondary education has an important role to create graduates who have a quality and ready to work. Innovation and development of assessment in vocational education are essential to maintain the quality of graduates in order to remain relevant and up to date. This research aims to develop performance assessment refers to the Curriculum 2013 in Light Vehicle Engineering Department of vocational education in automotive electrical subjects. This research is the Research and Development (R & D) adopted from Borg and Gall model with qualitative and quantitative approaches. The stages of development consist of research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and dissemination. The study involved four experts for product validation phase consisting of two lecturers and two teachers. Assessors in the implementation of performance assessment involved three teachers. The sampling technique used purposive sampling technique. Data collection techniques in this study were observation, interview, questionnaire, and documentation. Data were analyzed using qualitative and quantitative analysis. Formula of content validity Aiken used to determine the content validity of item and intraclass coefficient correlation used to determine the consistency and agreement of the rater appraisal. The results showed as follows. (1) Performance assessment tools fulfill valid criteria, reliable, and practical. (2) Component of performance assessment tools consists of guidelines for the assessment development and performance assessment instruments. (3) Contents validation of performance assessment instruments included into the very well category. (4) Reliability of performance assessment instrument using intraclass correlation coefficient for 0.74. (5) Profile of performance assessment result indicates that from 25 students, 3 students (12%) received predicate “A”, and 18 students (72%) received predicate “A-“, 3 students (12%) received predicate “B+”, and 1 student (4%) received predicate “B-“. (6) Based on teacher opinions, performance assessment procedures in electrical subjects to measure the skills of students as a whole can be used easily. Keywords: Performance Assessment, Curriculum 2013, Vocational High School. .
1. INTRODUCTION
expected to improve the overall quality of vocational education to
The quality and relevance of education have a very
produce graduates who have appropriate competence to the needs of
important role in creating the quality human resources. The
the workforce.
development of science and technology in era of globalization
Curriculum development in vocational education has very
nowadays requires educational institutions to create graduates who
important role to realize the quality of graduates qualified and relevant
have competence and professional. Increasing competence needs of
with demands of the workforce. Curriculums which do not develop
graduates have an impact on the demands of the education quality
systematically, do not change, and do not relevant will be an adverse
development. Therefore, the Government should continue to develop
impact on all matters related to the curriculum itself (Finch &
education quality. One of educations level which has an important role
Crunkilton, 1979: 13). Knowledge of the development of learning and
to create human resources ready to work and compete in the world of
assessment is one of key to the success of vocational education.
work is vocational education.
Therefore, efforts to improve the quality of education can be reached
Vocational education is secondary education that prepares
through improving the quality of learning and improving the quality of
students primarily for work in a specific field (Law of the Republic of
assessment systems (Djemari Mardapi, 2012: 12). Learning and
Indonesia Number 20 Year 2003 on National Education System).
assessment which is good quality designed according to the
Specific competencies contained in the competency expertise in each
characteristics of vocational education. It is a necessity that should be
fields of expertise is characteristic of vocational education. The
developed by teachers for the advancement of the quality of vocational
Improvement of quality and relevance of vocational education
education.
graduates through the strategic policy of the Government, the active role of education experts, and active participation of schools, are
1
Curriculum 2013 is a new chapter for vocational education.
Vocational high school has different characteristics with
Curriculum 2013 aims to prepare Indonesian people who believe,
secondary education (general high school). Characteristics of subjects
productive, creative, innovative, affective through the strengthening of
in vocational education are different from the subjects on academic
attitudes, skills and knowledge integrated. It affects the pattern of
education (Lucas, Spenser, and Claxton, 2013: 33). This should be a
learning and assessment in vocational education which have specificity
concern for educational institutions in developing learning and
to a particular competence. A blend of curriculum 2013 with the
assessment used. Vocational High School oriented in competence in
characteristics of vocational education will be able to synergize each
accordance with the needs of the workforce. One of the goals of
other in order to achieve national education goals.
vocational education is creating learners with the skills to meet the
The curriculum change requires the readiness of teachers to
needs of life and increase prosperity (Clarke and Winch, 2007: 9).
implement the curriculum. Teachers are the main part that must be
Mastery of specific competencies becomes a very important factor for
prepared to face these changes. If the teachers are not ready to accept
vocational school graduates. This affects the pattern and strategy in
the changes, then there will be variety problems in implementation.
developing assessment in vocational high school. Competency-based
The issues that need to be considered in education are: (1) curriculum
assessment is one assessment approach which is very appropriate to
development, (2) the implementation of curriculum, and (3)
measure students' abilities based on competence acquired.
monitoring and evaluation (Oemar Hamalik, 2012: 4). These three
Authentic assessment is a form of assessment curriculum
points should be properly addressed by the curriculum developers and
2013 that requires students to show attitude and using the knowledge
implementers of the curriculum.
and skills gained from learning in performing tasks in real situations.
Many problems arise in the implementation of the
This is appropriate with assessment applied in vocational education that
curriculum 2013. Unpreparedness of teachers to implement the
relies on an assessment applied in the form of assessment practices and
curriculum 2013 learning become a burden for teachers. In addition,
required students to complete the task / job which requires attitudes,
the assessment method is very complex confusing and time consuming
knowledge, and skills integrated. Assessment that is used to assess the
(Anies Baswedan, 2013: 1). A research states that the teacher still have
specific competencies is the performance assessment. Based on the
a trouble in understanding learning models, how to assess, and how to
results of pre-survey, especially performance assessment for
develop an assessment instruments (Ani Rusilowati, 2013: 1). This
competency skills, teachers are not using the guidelines and assessment
shows that the readiness of teachers in implementation of curriculum
rubric clearly so that the assessment tend to have a high subjectivity. If
2013 is still low. The difficulty in using learning model and developing
this is allowed, then the assessment process do not go well and do not
assessment becomes a serious obstacle that must be resolved.
be able to measure the competence of students with fair and valid.
The results of pre-survey with teacher in SMK 2
Performance assessment also called authentic assessment
Yogyakarta and SMK Muhammadiyah 3 Yogyakarta on Light
or an alternative assessment. Alternative assessment tends to the
Vehicle Engineering (TKR) informed that the most difficult thing in
traditional assessment that uses a written assessment and authentic
curriculum 2013 is the scoring system more complicated and
assessment emphasizes the duty applications that are real in accordance
confusing. Integration between assessment of attitudes, knowledge,
with daily occurrence (Miller, Linn, and Gronlund, 2009: 261).
and skills that aim to determine the extent to which understanding of
Performance assessment is more descriptive than the alternative
learners who have mastered is still a big question for the teacher.
assessment and more concise than the authentic assessment.
Therefore, to improve this situation, the Government published new
Performance assessment is based on a performance that not only assess
regulations namely Education Minister Regulation Number 160 Year
learners from one domain of competence, but more complex and
2013 regarding Compulsory Enforcement Curriculum 2006 and
holistic. Performance assessment was first developed on vocational
Curriculum 2013, to suspend implementation curriculum for school
education and skills training (Asmawi Zainul, 2005: 57).
which implement the curriculum 2013 since the first semester year
Performance
assessment
is
the
student
learning
2014/2015 and re-implement curriculum in 2006. Schools that
achievement covering all learning assessment in writing, products, or
implement the curriculum 2013 for three semesters continue to use the
attitude (Danielson & Marquez, 2013: 1). Characteristics of vocational
curriculum 2013. The school became a pilot of implementation
education which refers to competency based considered is very suitable
curriculum 2013. Although the curriculum is suspended and only the
for applying performance assessment system. The existence of the
pilot schools that implement the curriculum 2013, but the decision is
assessment principles which are real and comprehensively through the
legitimacy that the concept of curriculum 2013 has been good, but that
performance is a positive point of performance assessment in
was considered not ready to implement the curriculum is the school so
curriculum 2013. Development of vocational assessment is appropriate
as to get optimum results, required preparation planned for the
for using authentic approach enhanced with the principle of
implementation of the curriculum 2013 (Abdul Waidl, 2014).
performance assessment. This is expected to optimize learning process and learning outcomes of students.
2
Based on data the above, the development of performance
certain jobs. Vocational education has a very important role in meeting
assessment in vocational education in accordance with the principles of
the needs of the workforce and to grow the small and medium
the curriculum 2013 is very important. Problems concerning the
enterprises of the graduates. Therefore, the development of quality
development of assessment guidelines, grating instruments,
vocational education is one of the keys to improving the quality of
assessment rubrics, and processing the score, are very urgent matter
human resources in a nation's prosperity.
that should soon find a solution. The importance of developing
2.2. Curriculum
performance assessment which is complete and detailed in vocational education are strong reasons to undertake the development of
Law Number 20 Year 2003 regarding National Education
performance assessment. Development of performance assessment
System chapter 1 states, "The curriculum is a set of plans and
tools applied to Electrical Subjects in Light Vehicle Engineering in
arrangements regarding the purpose, content, and teaching materials
vocational high school.
and methods used as guidelines for the organization of learning activities to achieve specific educational objectives". The definition
2. LITERATURE
explains that the curriculum is a document containing the planning,
2.1. Vocational Education
regulation, and teaching materials that serve as guidelines for education
Law on National Education System section 15 states,
and learning fully prepared to achieve certain goals. Curriculum
"Vocational education is secondary education that prepares students
development has a very important role in achieving successful learning.
primarily for work in a particular field". Vocational education is a
Finch & Curnkilton (1999: 11) states, "Curriculum may be
secondary education in the form vocational high school which aims to
defined as the sum of the learning activities and experiences that a
produce skilled labor in certain areas. This is different from vocational
student has under the auspices or direction of the school". Curriculum
education organized by higher education which aims to produce a
can be defined as the number of learning activities and experiences for
skilled workforce that has the basic science applied in certain areas with
students organized based on the direction and objectives of the school.
a maximum level equivalent to an undergraduate program. Vocational
Number of learning activities determined in accordance with the
education in this study refers to vocational education called vocational
purposes and characteristics of the course or a particular department. In
high school.
addition, the curriculum is a learning planning experience that should
Tilak (2002: 673) states, "Vocational education has an
be experienced by learners to master competency.
advantage, imbibing the specific job-relevant skills, that can the make
Oliva (1992: 6) states, "Curriculum can be conceived in a
the worker more readily suitable for a given job ad would of make him
narrow way (as subject taught) or in a broad way (as all the experiences
/ her Tus more productive". The advantage is that it can create the
of learners, both in school and out, directed by the school)". In simple
vocational education students who have specific and relevant
terms the curriculum can be defined as subjects taught to students in a
competencies. This has an impact on the readiness of students to work
lesson plan. Understanding curriculum in complex way that is as a
and make them more productive. Readiness of graduates in work is
collection of learners' experiences both in school and outside of school
very important. Specific competencies are the characteristic of
are organized and managed by the school / institution directly.
vocational education. It is very important to focus on the competence
Based on description above, it can be argued that the
of learners in one sub skills. Clarke and Winch (2007: 9) states,
curriculum is a set of lesson plans and arrangements governing the
"vocational education is confined to preparing young people and adults
purpose, content and learning materials that used as a guide to provide
for working life, a process Often regarded as of a rather technical and
a learning experience to students who managed by the institution or
practical nature". Vocational education is education that prepares
school. Continuous curriculum development is a necessity that must be
students to be able to enter employment. Vocational education is a
undertaken to adjust and maintain the quality and relevance of
learning process with regard to technical and practical problems.
education itself.
Winch (2007: 135) states, "the proper aim of vocational
2.3. Curriculum 2013
education is to provide individuals with the skills to earn reviews their living, thus supplying one of the conditions for economic prosperity".
Education Minister Regulation Number 70 year 2013
The main objective the implementation of vocational education is to
explained the objectives of the curriculum in 2013 is to prepare
provide skills to individuals to meet their daily needs. The skill provide
Indonesian people to have the ability to live as individuals and citizens
opportunities for learners to improve economic prosperity by working
who believe, productive, creative, innovative, and affective and able to
because it has specific competencies that can be used to actualize
contribute to society, nation, state, and world civilization. Faithful
themselves in social life.
Citizenship is the main capital to build a state character. Productive,
Based on the discussion above, it can be argued that
creative, and innovative with a good affective competence is a
vocational education is secondary education aimed at preparing
combination that can produce quality human, relevant, and
students to gain mastery of specific competencies that are ready to enter
competitive. Structure curriculum 2013 consists of the core
3
competencies, subjects, study load, and basic competence.
valuation (paper and pencil test). Johnson & Johnson (2002: 79) states,
Competence consists of four core competencies (KI) is KI-1 spiritual
"Student performance refers to a set of actions students engage in to
attitude, KI-2 social attitudes, KI-3 knowledge, KI-4 skills.
demonstrate reviews their level of skill in enacting a procedure or
Assessment of learning outcomes of students in primary
creating a product". The performance of learners refers to the series of
and secondary education in curriculum in 2013 based on some
actions which the participants involved in demonstrating a skill level
principles of assessment. Implementation of assessment development
with appropriate procedures or creating a specific product. Johnson &
should be based on principles of assessment in curriculum 2013 so that
Johnson (2002: 28) states, "The student performances that can be
teachers can measure student competencies and develop learning. The
assessed are academic learning, reasoning, skills and competencies,
principles as follow: - Authentic - Objective - Fair - Integrated - Open -
attitudes, and work habits". This means that the performance Comprehensive and sustainable Systematic Reference to criteria Accountable Educative
assessment is a comprehensive assessment assess the ability of learners. Based on the explanations that have been described above, the general understanding of performance assessment leads to the judgment that requires an individual to make a product or demonstrate
2.4. Performance Assessment
a work process. In addition, performance assessment can be defined as
Performance assessment requires measurement of the
an assessment that is not only focuses on demonstration of a specific
learners' actions in carrying out practical assignments. Kunandar (2013:
competencies, but also can be used comprehensively to assess the
257) states, "Assessment of the action or performance is the assessment
cognitive, affective, and skills are integral so as to create a concept of a
of the act or practice tests that can effectively be used for the benefit of
comprehensive assessment, authentic, complete, and holistic.
collecting a variety of information about the forms of behavior or skills that are expected to emerge in the self-learners". Performance
3. METHODOLOGY
assessment assess the competence of learners in carrying out practical
This study is a research and development using the Borg
assignments, how to use measuring tools, work attitudes and other
and Gall development models with qualitative and quantitative
behaviors that are considered important. Additionally, Kunandar
approaches. This research conducted at SMK 2 Yogyakarta and SMK
express some aspects that can be assessed or measured as follows:
Muhammadiyah 3 Yogyakarta. The study population were students of
- Quality of work completion
class XI TKR. The sampling technique used was purposive sampling.
- Skills using work equipment.
The number of samples used were 25 students from class XI TKR.
- Ability to analyze and plan work procedures to complete.
Data collection technique used observation, interview, and
- Ability to make decisions based on the information given.
documentation. Data were analyzed using descriptive statistical
- Ability to read, using diagrams, pictures, and symbols.
analysis techniques. In addition, a review of the validity of using the
Berk (1986: 9) states, "Performance assessment is the
formula Aiken content validity and review of consistency and inter
process of gathering the data by systematic observation for making a
rater reliability with analysis of intraclass correlation coefficient (ICC).
decision about the individual". Performance assessment is the process of systematically collecting data through observation to make decisions
4. FINDING & DISCUSSION
about learners. The definition contains four important points that
Performance assessment tools is one of the assessment tools
process, data collection, systematic observation, and decision-making.
that aim to measure the skills of students in terms of psychomotor.
Johnson, Penny, & Gordon (2009: 2) states, "A performance
Based on preliminary studies and the development of the initial draft,
assessment is a system composed of; (1) a purpose for the assessment,
the product development of performance assessment consisted of
(2) the task (or prompts) that elicit the performance, (3) a response
guidelines of performance assessment development and instrument of
demand that focuses the examinee's performance, (4) systematic
performance assessment itself. Performance assessment instrument
method for rating performance ". The performance assessment is a
was equipped with a grating assessment, guidelines, rubric, task sheet,
rating system that consists of the assessment goals, a task that comes
answer sheets, and the score operation. The draft of the preliminary
with work instructions, demand response focuses on learner
study validated by a validator. Sheets validation of assessment tools
performance, and a systematic method that aims to assess the
used by experts to review the suitability of the materials, construction
performance of learners.
and the language used in the performance assessment form.
Reynold, Livingston, and Willson (2009: 247) states that
Calculation analysis results presented in Table 1 below.
"performance assessment more closely reflect real-life settings and application
than
traditional
paper-and-pencil
assessment".
Performance assessment reflect the nature and shaped by real-life settings. Performance assessment is an application of traditional
4
Table 1. Expert Validation Results of Performance Assessment
rater agreement with the ICC presented in Table 38. Results of
Instruments
calculation consistency rater showed ICC values for average measure
Aspects Examined
̅ 𝐗
The Material 1. The tasks/problems already appropriate with the 3,25 indicators of competence achievement. 2. The materials already appropriate with the basic 3,25 competencies (urgency / relevance) 3. The contents of task material already relevant 3,5 with the level of schools or grade. The Construction 1. The item tasks using command sentence that 4,0 demands action/practice 2. The instruction on how to do the task presented 4,0 clearly 3. The scoring guidelines presented clearly 3,5 4. The assessment rubric presented clearly 4,0 5. The instrument of question practice exam 3,5 presented clearly 6. The assessment instrument of practice exams 3,5 presented clearly The Language 7. The item task using communicative language 4,0 (easy to understand) 8. The item task using word/sentences, spelling, 4,0 and grammar properly and correctly. 9. The item task do not use the word/phrase that 4,0 cause a double interpretation or misunderstanding The mean total score 3,71 In general ratings: can be used with some minor revisions Description: S.V. = Very Valid V. = Valid
Criterion
of 0.74. Based on these calculations it can be seen that the coefficient is greater than the minimum criteria, namely 0.70.
V.
Table 2. The ICC of Performance Assessment Intraclass Correlationb Single Measures .426a Average Measures.748c
S.V. S.V.
S.V.
This further expert assessment was the next step of the
S.V.
analysis results validation the contents of the instrument assessed by
S.V. S.V. S.V.
validator / expert. It was called main field testing. Once the instrument
S.V.
with three assessors. Main field testing of performance assessment was
stated valid and reliable in conceptually, then performed main field testing involving 6 students from class XI TKR in SMK 2 Yogyakarta intended to determine the achievements of learners in skills
S.V.
competency test starter system by reviewing the achievements of the
S.V.
starter motor scores and consistency of rater assess performance of learners. The calculation results presented in Table 3.
S.V.
Table 3. Calculation Analysis of ICC in Main Field Testing of S.V.
Students Student 1 Student 2 Student 3 Student 4 Student 5 Student 6
Based on the analysis in Table 1, it can be concluded that the content of performance assessment stated valid criteria with very valid score (3.71). Analysis of the level of consistency and stability of the expert assessment of the performance assessment instruments showed
Performance Assessment Intraclass Correlation Coefficient Single Measures Average Measures 0.462 0.721 0.503 0.752 0.524 0.768 0.548 0.785 0.492 0.744 0.547 0.783 Average 0.759
that the value of ICC was 0.75. The ICC values was greater than the Based on the analysis of the ICC score in Table 3, the
recommended minimum criteria that is 0.70, so that it can be concluded
performance assessment tool has ICC score more than 0.70. When
that in general stated reliably.
viewed from the single measures, the ICC coefficient is about 0.42 -
In general, performance assessment instruments have
0.54. Although its value is low enough, a review of the decision see the
fulfilled criteria valid and reliable. However, there were a number of
average measure that is in the range of 0.72 to 0.78. This showed that
important inputs and recommendations from the validator that directs
the performance assessment instruments can assess competency skills
the need for minor revisions to improve assessment tools. Correction
well and has a good degree of reliability.
of the validator presented as follows: (1) scoring should be made more
The achievement of skills assessment outcomes presented
simply and clearly, (2) the assessment sheet should be merged with the
in Table 4. Six learners follow a series of performance tests to show
assessment rubric to simplify the assessment, (3) development of
their ability. Rater assess the performance of the student in accordance
customized items with basic competence indicator in the syllabus.
with the performance assessment sheets which is developed.
Furthermore, the instrument enters main field testing and operational
Performance assessment instrument equipped with a clear assessment
field testing.
rubric so rater find it easier to assess the competence of student in
Preliminary field testing of performance assessment
accordance with the assessment rubric contained in the assessment
involved four experts as a rater to assess each item of instrument
form. Aspects used rater to assess the competence of learners consists
developed. The items of performance assessment were 23 items to
of five aspects, namely preparation, process, outcomes, attitudes, and
assess the competence of learners in doing the performance of
time. Every aspect has a different percentage, namely; a preparation
maintenance and repair of starter motor. The results of content validity
was 10%, a process was 40%, a result was 20%, an attitude was 20%,
analysis of Aiken calculation showed that the items have a coefficient
and a time was 10%.
of from 0.75 to 1.00. These results indicated that the items have relevance between the content of instruments developed with KI and KD on Electrical Maintenance Vehicle Subjects. A review of inter-
5
[3]. Asmawi Zainul. (2005). Asesmen Alternatif Untuk
Table 4. Results Analysis of Appraisal Rater in Main Field
Mendukung Belajar Dan Pembelajaran. In Tim HEPI. (2005).
Testing of Performance Assessment Average of Assessment Rater Students Rater 1 Rater 2 Rater 3 Student 1 3.67 (A-) 3.76 (A-) 3.56 (A-) Student 2 3.52 (A-) 3.75 (A-) 3.70 (A-) Student 3 3.84 (A-) 3.84 (A-) 3.60 (A-) Student 4 3.42 (B+) 3.12 (B) 3.24 (B+) Student 5 3.65 (A-) 3.64 (A-) 3.31 (B+) Student 6 3.53 (A-) 3.51 (A-) 3.46 (B+)
Rekayasa Sistem Penilaian Dalam Rangka Meningkatkan Kualitas Pendidikan (pp. 51-61). Yogyakarta: HEPI. [4]. Berk, R. A. (1986). Performance Assessment: Methods & Applications. London: The John Hopkins University Press. [5]. Borg, W. R., & Gall, M. D. (1983). Educational Research An Intoduction 4th.. New York: Longman. [6]. Clarke, L., & Winch, C. (2007). Vocational Education; International Approaches, Development And Systems. New
These results indicate that there is value of rater consistency
York: Routledge.
in assessing the performance of each learner. 72% of students received the title very well, 28% of students received the title good. The biggest
[7]. Danielson, C. (2014). A Collection of Performance Task and
range of rater appraisal for student is 0.30. This shows that the value
Rubrics: Middle School Mathematics. New York: Routledge.
tend to be same of each rater. Based on the results of the appraisal
[8]. Djemari Mardapi. (2012). Pengukuran Penilaian & Evaluasi Pendidikan. Yogyakarta: Nuha Litera.
product readability, the teacher found the assessment of performance assessment tools can be used easily to assess the competence skills of
[9]. Finch, C. R., & Crunkilton, J. R. (1979a). Curriculum
students because the device is very complete and detailed. In addition,
Development in Vocational and Technical Education.
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[11]. Johnson, D. W., & Johnson, R. T. (2002). Meaningful
the title A, 18 students received the title A-, 3 student received the title
Assessment: Geable and Cooperative Process. Boston: Allyn & Bacon.
B +, and 1 student received the title B -. The results show that the
[12]. Johnson, R. L., Penny, J. A., & Gordon B. (2009). Assessing
performance assessment can measure the skills that learners which are
Performance:
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Designing
Scoring,
and
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5. CONCLUSION
Taken
Based on the discussion above, it can be concluded that the
on
8
Augustus
2015,
product of performance assessment development consisted of
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assessment development guidelines and assessment instrument
vocational-education.pdf.
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processing value. Product development was declared valid and reliable
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based on appraisal rater. Reliability based on the ICC showed of 0.74.
Pearson. [15]. Oemar Hamalik. (2012). Manajemen Pengembangan
Aiken validity of the content was 0.75 to 1.00. The use of this
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