ISSN: 2226-6348
Open access
One of the new subjects that has replaced the Integrated Life Skills (KH) subject starting January 2017 is Design and Technology (RBT), in which the curriculum is not divided into a mandatory and elective portion like KH subject. As a result, a variety of problems and barriers are encountered during the implementation of the new RBT curriculum, including the problem of inadequate facilities and equipment as well as teachers who lack innovation in how they provide the teaching and learning process. Therefore, this study was conducted to look at the problems, defects, and effectiveness of the unit for students utilising the CIPP assessment approach, which was specifically used in agriculture. Three secondary school teachers in Peninsula Malaysia's southern region with a bachelor's degree in agriculture and experience teaching RBT courses were interviewed for this study. The research approach employed was a semi-structured interview process. This study discovered that the information in this agriculture unit is excellent preparation for students taking the Form 3 Assessment. All respondents also agreed that the information in the RBT subject's agricultural system design unit is appropriate for the current distribution based on the most recent manpower requirements and application of technology in agriculture.
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In-Text Citation: (Ahyan et al., 2023)
To Cite this Article: Ahyan, N. A. M., Sumadi, S. A., Pairan, M. R., Jambari, H., & Noh@Seth, N. H. (2023). Evaluation of Agricultural System Design Unit in Design and Technology Subjects Using CIPP Model: A Preliminary Study. International Journal of Academic Research in Progressive Education and Development, 12(1), 1458–1476.
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