Teachers’ ability analysis of developing innovative instructional design

Abstract

Instructional design is a systematic procedure in practicing instructional activities. Developing instructional design is a complex series that require creativity, activity, and components interaction. Considering globalization stream and immense technology advance, educators need to improve their knowledges and abilities in instructional design. Therefore, learning design should always be innovative, adaptive, responsive towards era development and based on life skill. New perspective understanding in developing instructional design requires smart ethique in process. This research is qualitative study which examines lesson plans (RPP) which were developed by educators in senior high schools (SMA) within Jember district. The study aims to analyze innovation rate of teachers in instructional activities through examining lesson plans being developed. Innovative lesson plan indicators were adapted from “Measuring Innovation in Education 2019” by Vincent-Lancrin et al, namely learning purposes, media, models, evaluation, and content. Research results show that 90% history teachers has formulated innovative learning purposes, 10% was considering lack of innovative. Learning materials that have been developed 81.1% innovative, 18,9% was considered lack of innovative. Learning models selected 68.8% have been facilitating students to be innovative, while 31.2% has not meet innovative level. Learning media engaged provide opportunities for students to express their innovative way and creativity is 57%, while 43% has not accommodated students being innovative. For evaluation aspect within lesson plan 47% has provided students to be innovative in reflecting their knowledges, experiences, and skills, while 63% has not. This research will be engaged as considering factor for reseachers in designing models and learning media that innovative, adaptive, responsive based on life skill