The Effectiveness of Integrated Observation-Based Teaching Practice Assessment and Lesson Plans for Prospective Vocational Teachers

Abstract

Implementation of learning in vocational education continues to be a concern, especially the Indonesian government. technological developments and changes in learning orientation that demand 21st century abilities and become challenges to vocational education. Besides that, digitizing learning is also homework for all teachers and the government. The problem is, the assessment of prospective vocational teachers is not integrated which causes unsynchronization between universities and vocational schools. Different learning topics are not a problem, if the teacher has a strong basic concept, so that he is able to adapt to change. One of them is through a standard assessment process that is prepared based on clear indicators. This development research was carried out specifically for teaching practice assessment instruments and lesson plans. The population of this study is prospective teacher students who practice in vocational schools. The research instrument is structured based on two main parts, the first is the assessment of teaching practice and the second is the assessment of lesson plans. The results of the study revealed that this integrated observation-based assessment instrument was effective in assessing students' teaching practices and assessing their lesson plan designs. These results can be used as a measuring tool for evaluating student teaching practice at school, and can also be used as an indicator when implementing learning at universities. These results contribute to efforts to improve the quality of vocational education in accordance with the times.