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.
Abdul Rasid, A. R., Ikhwan, N. R., Ahmad, E., Jamaludin, H., & Zaid, M. M. (2009). Pengaruh subjek pertanian dalam membina minat pelajar terhadap kerjaya dalam bidang pertanian: kajian kes di sekolah menengah teknik. In Seminar Kebangsaan Pendidikan Teknik dan Vokasional Kali Ke (Vol. 3).
Abdullah, P. (2013). Manajemen Waktu Belajar. Universitas Negeri Makasar Press.
Adam, S. (2004). Using learning outcomes. In Report for United Kingdom Bologna Seminar (pp. 1-2). Edinburgh, UK: Heriot-Watt University (Edinburgh Conference Centre).
Alvianita, C., Tanti, T., & Hariyadi, B. (2022). Construction and Validation of Evaluation Instruments for Science Learning Programs Based on Context, Input, Process, And Product (CIPP) Models. Jurnal Penelitian Pendidikan IPA, 8(3), 1089-1095.
Anderson, L. W. (2005). Objectives, evaluation, and the improvement of education. Studies in educational evaluation, 31(2-3), 102-113.
Assessment Reform Group. (1999). Assessment for learning: Beyond the black box. Qualifications and Curriculum Authority.
Aranzabal, A., Epelde, E., & Artetxe, M. (2019). Monitoring questionnaires to ensure positive interdependence and individual accountability in a chemical process synthesis following collaborative PBL approach. Education for Chemical Engineers, 26, 58-66.
Bateman, H., Ellis, J., Stewart, J., & McCracken, G. (2017). Using learning outcomes in dental education. British Dental Journal, 223(11), 854-857.
Biggs, J., & Tang, C. (2011). EBOOK: Teaching for Quality Learning at University. McGraw-hill education (UK).
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74.
Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102-110.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objetives: the classification of educational goals: handbook I: cognitive domain (No. 373.19 C734t). New York, US: D. Mckay.
Bunawan, A., & Uzir, M. M. (2007). Tinjauan Terhadap Keberkesanan Perlaksanaan Pengurusan bengkel Oleh Guru-guru Kemahiran Hidup di Sekolah-sekolah Menengah Daerah Batu Pahat, johor (Doctoral dissertation, Universiti Teknologi Malaysia).
Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load. John Wiley & Sons.
Cook-Sather, A. (2011). Lessons in higher education: Five pedagogical practices that promote active learning for faculty and students. The Journal of Faculty Development, 25(3), 33-39.
Curriculum Development Division of Ministry of Education Malaysia. (2016). Curriculum and Assessment Standard Documents for Design and Technology - First Print 2016. MOE: Putrajaya. https://www.moe.gov.my
Day, I. N., van Blankenstein, F. M., Westenberg, M., & Admiraal, W. (2018). A review of the characteristics of intermediate assessment and their relationship with student grades. Assessment & Evaluation in Higher Education, 43(6), 908-929.
Delgado, M. A., & Fonseca-Mora, M. C. (2010). The use of co-operative work and rubrics to develop competences. Education for Chemical Engineers, 5(3), e33-e39.
Hamalik, U. (1975). Metoda Belajar dan Kesulitan-Kesulitan Belajar. Tarsito.
Harden, R. M. (2002). Learning outcomes and instructional objectives: is there a difference? Medical teacher, 24(2), 151-155.
Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53(3), 819-827.
Kelman, S., & Friedman, J. N. (2009). Performance improvement and performance dysfunction: an empirical examination of distortionary impacts of the emergency room wait-time target in the English National Health Service. Journal of Public Administration Research and Theory, 19(4), 917-946.
Kennedy, D. (2006). Writing and using learning outcomes: a practical guide. University College Cork.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.
Ladd, H. F., & Sorensen, L. C. (2017). Returns to teacher experience: Student achievement and motivation in middle school. Education Finance and Policy, 12(2), 241-279.
Laal, M., Geranpaye, L., & Daemi, M. (2013). Individual accountability in collaborative learning. Procedia-Social and Behavioral Sciences, 93, 286-289.
Larson, K. L. (2015). Stages of Learning during a Self-Directed Stress Management Experience. Journal of Health Education Teaching, 6(1), 11-20.
Lister, R., & Leaney, J. (2003). Introductory programming, criterion-referencing, and bloom. In Proceedings of the 34th SIGCSE technical symposium on Computer science education (pp. 143-147).
Nor, N. A. M., & Kamarudin, N. (2017). Penerapan kemahiran berfikir aras tinggi (KBAT): Kesediaan guru dalam pengajaran dan pembelajaran reka bentuk dan teknologi (RBT) di sekolah rendah. International Research Journal of Education and Sciences, 1(1), 2550-2158.
Luschei, T. F., & Chudgar, A. (2016). Teacher distribution in developing countries: Teachers of marginalized students in India, Mexico, and Tanzania. Springer.
Mayer, R., & Mayer, R. E. (Eds.). (2005). The Cambridge handbook of multimedia learning. Cambridge university press.
Mohd, Z. A. R., Mohd, I. A. R., Noorazzima, M. N., Sarifah, A. R., & Zuraini, A. R. (2017). Reka Bentuk dan Teknologi Tingkatan 2. Sasbadi Sdn. Bhd.
Mohd, S. S. (1998). Monograf Organisasi dan Pengurusan Bengkel. Skudai: Universiti Teknologi Malaysia.
Moreno, R., & Mayer, R. E. (2000). A learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory. Interactive multimedia electronic journal of computer-enhanced learning, 2(2), 12-20.
Mustapha, H. (2000). Amalan Peraturan Keselamatan Bengkel Di Kalangan Pelajar 4stp (kejuruteraan Awam/elektrik/jentera/kemahiran Hidup) Di Fakulti Pendidikan, Utm, Skudai: Satu Tinjauan (Doctoral dissertation, Universiti Teknologi Malaysia).
Nawawi, S. H. M. (2005). Perbandingan pencapaian dan sikap pelajar dengan tahap pengetahuan sedia ada dalam kajian rekaan seni visual (Doctoral dissertation, Tesis Sarjana, tidak diterbitkan. Tanjong Malim: Universiti Pendidikan Sultan Idris).
Nadia, N. N. (2013). Kesan Penganugerahan Sijil Kemahiran Malaysia ke Atas Kepuasan Kerja Dalam Kalangan Pekerja Mahir Tanpa Latihan Secara Formal. (Master dissertation, Universiti Teknologi Malaysia).
Oshima S. (2015). McKinsey De bi Ji Shu: Ding Jian Gu Wen de Si Kao Shu Xie Ji Qiao “McKinsey Note-Taking Thinking: The Thinking of the Elite (H. L. Chen, trans). CommonWealth Magazine.
Prastowo, A. (2013). Panduan Kreatif Membuat Bahan Ajar Inovatif: Menciptakan Metode Pembelajaran yang Menarik dan Menyenangkan (5th ed.). Yogyakarta: Diva Press.
Pundak, D., Herscovitz, O., Shaham, M., & Wiser-Biton, R. (2009). Instructors' attitudes toward active learning. Interdisciplinary Journal of E-Learning and Learning Objects, 5(1), 215-232.
Race, P. (2005). 500 tips for open and online learning. Routledge.
Saleh, R., & Kassim, A. H. (2002). Persepsi Pelajar Terhadap Amalan Keselamatan Semasa Melakukan Kerja-kerja Amali di Dalam Bengkel Automotif (Doctoral dissertation, Universiti Teknologi Malaysia).
Idris, A. R., & Salleh, N. A. (2010). Pendekatan pengajaran yang digunakan oleh guru sekolah menengah di daerah Johor Bahru dalam pengajaran dan pembelajaran matematik. Skudai: Fakulti Pendidikan, Universiti Teknologi Malaysia.
Salmiah, J., Rahimah J., Mohd, S. M. R., Abd, S. H., & Zamri, S. (2016). Reka Bentuk dan Teknologi Tingkatan 1. Pustaka Pepada Jaya Sdn. Bhd.
Senom, F., Zakaria, A. R., & Shah, A. S. S. (2013). Novice teachers’ challenges and survival: Where do Malaysian ESL teachers stand? American Journal of Educational Research, 1(4), 119-125.
Sigler, T. H., & Rhee, K. S. (2014). Unlocking learning: Discovering the keys to effective assessment. Journal of Management Education, 38(3), 303-312.
Stufflebeam, D. L. (2000). The CIPP model for evaluation. Evaluation models: Viewpoints on educational and human services evaluation, 279-317.
Stufflebeam, D. L., & Kellaghan, T. (2003). International handbook of educational evaluation. Part two: perspectives.
Stufflebeam, D. L., & Shinkfield, A. J. (2007). The nature of program evaluation theory. Evaluation. Theory, Models and Applications. San Francisco, CA: Jossey-Bass, 57-79.
Teddlie, C., & Reynolds, D. (2000). The international handbook of school effectiveness research. Psychology Press.
Turmuzi, M., Ratnaya, I. G., Al Idrus, S. W., Paraniti, A. A. I., & Nugraha, I. N. B. S. (2022). Literature Review: Evaluasi Keterlaksanaan Kurikulum 2013 Menggunakan Model Evaluasi CIPP (Context, Input, Process, dan Product). Jurnal Basicedu, 6(4), 7220-7232.
Wayne, A., and Youngs, P. (2003). Teacher Characteristics and Student Achievement Gains: A Review. Review of Educational Research. 73(1):89–122.
Whitney, E. M., Walton, J. N., Aleksejuniene, J., & Schonwetter, D. J. (2015). Graduating dental students’ views of competency statements: importance, confidence, and time trends from 2008 to 2012. Journal of Dental Education, 79(3), 322-330.
Wessels, A., Fries, S., Horz, H., Scheele, N., & Effelsberg, W. (2007). Interactive lectures: Effective teaching and learning in lectures using wireless networks. Computers in Human Behavior, 23(5), 2524-2537.
Zheng, R. (2009). Cognitive Effects of Multimedia Learning. Information Science Reference. Hershey: PA.
Zakharov, A., Tsheko, G., & Carnoy, M. (2016). Do “better” teachers and classroom resources improve student achievement? A causal comparative approach in Kenya, South Africa, and Swaziland. International Journal of Educational Development, 50, 108-124.
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), 1585–1605.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode