IMPACT OF CONSTRUCTIVE ALIGNMENT AND ASSESSMENT IN OUTCOME BASE EDUCATION ON STUDENTS’ LEARNING: CASE STUDY OF AUTOMOTIVE COURSE
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Abstract
This research demonstrates the use of outcome-based educational model in the learning management of automotive course. The purposes are designed the outcome-based educational model to create constructive alignment relationships and assess the learning outcomes in the designed curriculum of the Bachelor of Science in Industrial Education Program in Mechanical Engineering (5 Years Program). Five core competencies were evaluated in self directed learning, response and participation, explanation in automotive technology, automotive technology practice, and diagnosis plus problems solving skill. The process design of outcome-based educational, which are objectives and learning outcomes, teaching and learning approaches, and assessment method. The evaluation tools were rubric scoring, job sheets, and ask questions to define the problem to be solved. The statistic used to analyze the results was the percentage of learners who achieved the expected learning outcomes level. The samples, 23 students from the second year of study enrolling in Automotive Electrical and Electronic Technology, were evaluated. The results showed that all students were able to learn, participate, and respond in class by themselves. Furthermore, they were able to reach expected leaning outcomes due to the curriculum and assessment's illustration from the teacher. This could motivate students to have a high attention in the course. In the case of principles and practices in automotive technology, 11 students (47.8%) and seven students (30.45%) could not achieve the expected learning outcomes respectively. There were nine students (39.13%) who could not success in having problem solving skills resulting and the use of assessment tools for the first time. Some students were unable to accomplish the expected learning outcomes. This information provides further improvement for the researcher.
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