Evaluation on Practice Assessment of Light Vehicle Chassis and Powertrain Maintenance Subject at Vocational High Schools

Abstract

This study aims to investigate the implementation of the Practice Assessment of Light Vehicle Chassis and Powertrain Maintenance (LVCPM) in Vocational High Schools (VHSs). This is a descriptive evaluative study in which the data were collected from 28 teachers teaching practicum of LVCPM subject at 14 partners VHSs. The data in this study were collected through surveys and documentation before being analyzed using descriptive quantitative and qualitative methods. The results of this study show that first, about 82% of the LVCPM practice competencies can be taught at VHSs; thus, the results of the LVCPM practice assessment given by the lecturers cannot represent all competencies stated in the curriculum implemented. Second, the lack of facilities, practicum equipment, and teachers' competencies are the reasons why the practicums of LVCPM are not implemented. Moreover, the students' workload is ludicrously heavy. Third, all teachers make use of performance tests, most teachers (64%) use a combination of performance test and portfolios, a few teachers (21%) use a mix of project and performance tests, and only a small number of teachers (7%) use a combination of the three assessment techniques, namely performance test, projects assessment, and portfolios to evaluate student achievement. Although all teachers use job sheets, not all of them have complete assessment sheets. At last, the obstacles faced by teachers are related to limited competencies and understanding of developing practice assessment instruments that are in accordance with the implemented curriculum, and they think that they are not capable of developing practical assessment tools.

Evaluation of the Factory Implementation of the CIPP Method in Indonesian Vocational Education

“…It was explained that the purpose of the vocational high school revitalization program is to restructure and recondition the vocational high school as a whole, beginning with learning, environment, facilities, industrial partnerships, and school administration, in order to improve graduate competence in order to increase graduates' absorption into the world of work and business (McGrath, 2012;Suharno, Pambudi, & Harjanto, 2020). Teachers are not able to develop practical assessment tools in accordance with the curriculum set by the government (Martubi, Sofyan, & Munadi, 2022). Following the mandate of Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System, educational revitalization is a more careful, persistent, and accountable effort to achieve national education development objectives.…”