Integrated Test Model on Professional Certification Through Outcome-Based Education Implementation
Keywords:
Assessment; Certification; Competence; Outcomes Based
Abstract
In contrast to previous research, the professional competency test of building engineering expert schemes offer blended integration assessment through the application of media mockup and ICT devices that are appropriate to the industry so that the assessment plays an active role in solving the problems to achieve the Outcome-Based Education (OBE) characteristics. The research purpose is to implement integration tests in the cognitive domain, and skills domain of the student end semester university to reach competence according to the Indonesian Standard of Professional Certification (BNSP). The research uses a mixed method, consisting of descriptive quantitative to analyze the data collection before and after the implementation model integration test, and qualitative to have deeper findings of research. The result of the competency test for understanding the planning guidelines in reinforced concrete structures (SNI) after using the mockup media showed that the participants were 16 assesses, were 8 students in the competent category, 7 students were included in the good competent category, and 1 student was included in the excellent competent. This research concluded that All of the assessees passed the competence level on their national professional certification competence (BNSP).
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References
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Rao, N. J. (2020). Outcome-based Education: An Outline. Higher Education for the Future, 7(1), 5–21. https://doi.org/10.1177/2347631119886418.
Retnanto, A., Parsaei, H. R., & Parsaei, B. (2018). Engineering accreditation: Assessing and documenting student’s competencies in their respected disciplines. Proceedings of the International Conference on Industrial Engineering and Operations Management, 2018- March, 854–856. https://link.springer.com/book/10.1007/978-3-030-78570-3.
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Senthil Kumar, M., & Sivakumar, P. (2014). Enhancing the quality of technical education accreditation system using current communication system. International Journal of Applied Engineering Research, 9(23), 20421–20432. DOI:10.37622/000000.
Septioningrum, E. N. I., Risdianto, E. &dan Mayub, A. (2022). Analisis Kebutuhan Terhadap Pengembangan Alat Peraga Pada Materi Ayunan Sederhana Berbasis Arduino Uno. Jurnal Ilmiah Pendidikan Fisika, 5(2021), 74–82. DOI: http://dx.doi.org/10.20527
Sukatiman, S., Akhyar, M., Siswandari, & Roemintoyo. (2020). Enhancing higher-order thinking skills in vocational education through scaffolding-problem based learning. Open Engineering, 10(1), 612–619. https://doi.org/10.1515/eng-2020-0070.
Syarifuddin, H., & Atweh, B. (2021). The Use of Activity, Classroom Discussion, and Exercise (ACE) Teaching Cycle for Improving Students’ Engagement in Learning Elementary Linear Algebra. European Journal of Science and Mathematics Education, 10(1), 104–138. https://doi.org/10.30935/scimath/11405.
Tang, Y., Xu, B., Dong, X., & Shen, N. (2014). Promoting the Construction of the Experiment Center of School of Optical-electrical and Computer Engineering through ASIIN Accreditation. Proceedings of the 3rd International Conference on Science and Social Research, 1(Icssr), 198–201. https://doi.org/10.2991/icssr-14.2014.48.
Thirumoorthy, G. (2021). View of Outcome Based Education (OBE) Is Need of the Hour.
Utama, C., Sajidan, Nurkamto, J., & Wiranto. (2020). the instrument development to measure higher-order thinking skills for pre-service biology teachers. International Journal of Instruction, 13(4), 833–848. https://doi.org/10.29333/iji.2020.13451a.
Vernon, P. E., & Nunnally, J. C. (2017). Educational Measurement and Evaluation. British Journal of Educational Studies, 13(2), 212. https://doi.org/10.2307/3118345.
Wirjawan, J. V.D., Pratama, D., Pratidhina, E., Wijaya, A., Untung, B., & Herwinarso. (2020). Development of smartphone apps as media to learn impulse-momentum topics for high school students. International Journal of Instruction, 13(3), 17–30. https://doi.org/10.29333/iji.2020.1332a
Xiong, Y., & Suen, H. K. (2018). Assessment approaches in massive open online courses: Possibilities, challenges, and future directions. International Review of Education, 64(2), 241–263. https://doi.org/10.1007/s11159-018-9710-5.
Yin, Z., Wu, Z., Li, D., Zhao, Y., & Liu, J. (2022). Research on the Talents Education Scheme Based on Integration of Science and Education for Information and Communication Engineering. International Journal of Information and Education Technology, 12(4), 359–364. https://doi.org/10.18178/ijiet.2022.12.4.1627.
ASIIN, (2019). Accreditation with ASIIN – Degree Programmes, Institutions and SystemsTechnical Committee 06 – Industrial Engineering.
Bilousova, L., Gryzun, L., & Sivochka, I. (2021). Petri Nets Android application as a mobile aid for students’ mastering modeling. Journal of Physics: Conference Series, 1840(1). https://doi.org/10.1088/1742-6596/1840/1/012033
Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34(4), 411–433. https://doi.org/10.1080/15391523.2002.10782359
Gui, C., Yan, D., Guo, S., & An, J. (2020). Development of Prototype Building Model in Beijing Based on Actual Energy Consumption. Environmental Science and Engineering, March 1187–1196. https://doi.org/10.1007/978-981-13-9528-4_120.
Gundalia, M. (2022). Assessment of Course Outcomes Attainment using Confidence Limits. Journal of Engineering Education Transformations, 35(3), 21–29. DOI: 10.16920/jeet /2023/v36i4/ 23121.
Gurukkal, R. (2020). Outcome-Based Education: An Open Framework. Higher Education for the Future, 7(1), 1–4. https://doi.org/10.1177/2347631119886402.
Guskey, T. R. (1994). How Classroom Assessments Improve Learning. Educational Leadership, 51(6), 51–54. https://uknowledge.uky.edu/edp_facpub.
Han, J. H., & Sa, H. J. (2021). Acceptance of and satisfaction with online educational classes through the technology acceptance model (TAM): the COVID-19 situation in Korea. Asia Pacific Education Review, 0123456789. https://doi.org/10.1007/s12564-021-09716-7.
Herodotou, C., Sharples, M., Gaved, M., Kukulska-Hulme, A., Rienties, B., Scanlon, E., & Whitelock, D. (2019). Innovative Pedagogies of the Future: An Evidence-Based Selection. Frontiers in Education, 4(October), 1–14. https://doi.org/10.3389/feduc.2019.00113.
Howe, C., Hennessy, S., Mercer, N., Vrikki, M., & Wheatley, L. (2019). Teacher–Student Dialogue During Classroom Teaching: Does It Impact on Student Outcomes? Journal of the Learning Sciences, 28(4–5), 462–512. https://doi.org/10.1080/10508406.2019.1573730.
Hu, A., Mao, X., Fu, C., Wu, M., & Zhou, S. (2023). Engineering Curriculum Reform Based on Outcome-Based Education and Five-Color Psychology Theory. Sustainability (Switzerland), 15(11). https://doi.org/10.3390/su15118915.
Istiqomah, Anna Permanasari, I. D. P. (2021). Development of Learning Media for Formalin Test.Teaching Aids To Increase Interest in Learning and Chemical Literacy of Smk Students. 5(2), 74–82. Journal Science Education and Practice. DOI:10.33751/jsep.v5i2.5700.
Jossberger, H., Brand-Gruwel, S., van de Wiel, M. W. J., & Boshuizen, H. P. A. (2015). Teachers’ Perceptions of Teaching in Workplace Simulations in Vocational Education. In Vocations and Learning (Vol. 8, Issue 3). https://doi.org/10.1007/s12186-015-9137-0.
Keinänen, M., Ursin, J., & Nissinen, K. (2018). How to measure students’ innovation competencies in higher education: Evaluation of an assessment tool in authentic learning environments. Studies in Educational Evaluation, 58(May), 30–36. https://doi.org/10.1016/j.stueduc.2018.05.007
Kim How, R. P. T., Zulnaidi, H., & Rahim, S. S. A. (2022). HOTS in Quadratic Equations: Teaching Style Preferences and Challenges Faced by Malaysian Teachers. European Journal of Science and Mathematics Education, 10(1), 15–33. https://doi.org/10.30935 /SCIMATH/11382.
Los Pinos, A. J. C. De, González-García, M. de las N., Pentelhão, L. C., & Baptista, J. S. (2021). Zero-risk interpretation in the level of preventive action method implementation for health and safety in construction sites. International Journal of Environmental Research and Public Health, 18(7). https://doi.org/10.3390/ijerph18073534.
McKim, C. A. (2017). The Value of Mixed Methods Research: A Mixed Methods Study. Journal of Mixed Methods Research, 11(2), 202–222. https://doi.org/10.1177/1558689815607096.
Pradhan, Devasis. (2021). Effectiveness of Outcome Based Education (OBE) toward Empowering the Student's Performance in an Engineering Course. Journal of Advances in Education and Philosophy, 5(2), 58–65. https://doi.org/10.36348/jaep.2021.v05i02.003.
Premalatha, K. (2019). Course and Program Outcomes Assessment Methods in Outcome-Based
Education: A Review. Journal of Education, 199(3), 111–127. https://doi.org /10.1177/0022057419854351.
Qureshi, I., Pan, S. L., & Zheng, Y. (2021). Digital social innovation: An overview and research framework. Information Systems Journal, 31(5), 647–671. https://doi.org/10.1111/isj.12362
Rao, N. J. (2020). Outcome-based Education: An Outline. Higher Education for the Future, 7(1), 5–21. https://doi.org/10.1177/2347631119886418.
Retnanto, A., Parsaei, H. R., & Parsaei, B. (2018). Engineering accreditation: Assessing and documenting student’s competencies in their respected disciplines. Proceedings of the International Conference on Industrial Engineering and Operations Management, 2018- March, 854–856. https://link.springer.com/book/10.1007/978-3-030-78570-3.
Rhezeda, M. Khusainova., Pavel N. Afanasyef., Natalya N.Novik., Svetlana E.Chirkina., Milyausha R.Hajrutdinova., Valentina A. Samsonova & Olga G. Lopukhova (2016). Developing model of training Vocational NC. DOI:10.21831/amp.v6i2. 17136.
Sasipraba, T., Kaja Bantha Navas, R., Nandhitha, N. M., Prakash, S., Jayaprabakar, J., Poorna Pushpakala, S., Subbiah, G., Kavipriya, P., Ravi, T., & Arunkumar, G. (2020). Assessment tools and rubrics for evaluating the capstone projects in outcome-based education. Procedia Computer Science, 172(2019), 296–301. https://doi.org/10.1016/j.procs.2020.05.047.
Senthil Kumar, M., & Sivakumar, P. (2014). Enhancing the quality of technical education accreditation system using current communication system. International Journal of Applied Engineering Research, 9(23), 20421–20432. DOI:10.37622/000000.
Septioningrum, E. N. I., Risdianto, E. &dan Mayub, A. (2022). Analisis Kebutuhan Terhadap Pengembangan Alat Peraga Pada Materi Ayunan Sederhana Berbasis Arduino Uno. Jurnal Ilmiah Pendidikan Fisika, 5(2021), 74–82. DOI: http://dx.doi.org/10.20527
Sukatiman, S., Akhyar, M., Siswandari, & Roemintoyo. (2020). Enhancing higher-order thinking skills in vocational education through scaffolding-problem based learning. Open Engineering, 10(1), 612–619. https://doi.org/10.1515/eng-2020-0070.
Syarifuddin, H., & Atweh, B. (2021). The Use of Activity, Classroom Discussion, and Exercise (ACE) Teaching Cycle for Improving Students’ Engagement in Learning Elementary Linear Algebra. European Journal of Science and Mathematics Education, 10(1), 104–138. https://doi.org/10.30935/scimath/11405.
Tang, Y., Xu, B., Dong, X., & Shen, N. (2014). Promoting the Construction of the Experiment Center of School of Optical-electrical and Computer Engineering through ASIIN Accreditation. Proceedings of the 3rd International Conference on Science and Social Research, 1(Icssr), 198–201. https://doi.org/10.2991/icssr-14.2014.48.
Thirumoorthy, G. (2021). View of Outcome Based Education (OBE) Is Need of the Hour.
Utama, C., Sajidan, Nurkamto, J., & Wiranto. (2020). the instrument development to measure higher-order thinking skills for pre-service biology teachers. International Journal of Instruction, 13(4), 833–848. https://doi.org/10.29333/iji.2020.13451a.
Vernon, P. E., & Nunnally, J. C. (2017). Educational Measurement and Evaluation. British Journal of Educational Studies, 13(2), 212. https://doi.org/10.2307/3118345.
Wirjawan, J. V.D., Pratama, D., Pratidhina, E., Wijaya, A., Untung, B., & Herwinarso. (2020). Development of smartphone apps as media to learn impulse-momentum topics for high school students. International Journal of Instruction, 13(3), 17–30. https://doi.org/10.29333/iji.2020.1332a
Xiong, Y., & Suen, H. K. (2018). Assessment approaches in massive open online courses: Possibilities, challenges, and future directions. International Review of Education, 64(2), 241–263. https://doi.org/10.1007/s11159-018-9710-5.
Yin, Z., Wu, Z., Li, D., Zhao, Y., & Liu, J. (2022). Research on the Talents Education Scheme Based on Integration of Science and Education for Information and Communication Engineering. International Journal of Information and Education Technology, 12(4), 359–364. https://doi.org/10.18178/ijiet.2022.12.4.1627.
Published
2023-11-26
How to Cite
Sukatiman, S., Budiwan, J., & Waluyo, W. (2023). Integrated Test Model on Professional Certification Through Outcome-Based Education Implementation. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 15(2), 1089-1100. https://doi.org/10.37680/qalamuna.v15i2.3423
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Copyright (c) 2023 Sukatiman Sukatiman, Jauhan Budiwan, Waluyo Waluyo
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