Untung Desy Purnamasari

ANALYSIS OF CONCEPTUAL UNDERSTANDING OF FASHION DESIGN EDUCATION STUDENTS IN THE LEARNING OUTCOME EVALUATION COURSE

Introduction

Analysis of conceptual understanding of fashion design education students in the learning outcome evaluation course. Analyzes conceptual understanding of fashion design education students in a learning outcome evaluation course. Reveals moderate understanding and areas for improvement.

Abstract

Abstract This study aims to describe the conceptual understanding of fashion design education students in the learning outcome evaluation course. The sample of this research were 30 fashion design education students from the 2023 intake. The method used in this research was descriptive. Data collection was carried out using test techniques in essay form. The results of the research showed that the average test related to the conceptual understanding of fashion design education students in the learning outcome evaluation course was 13.57, which is included in the moderate category. The results of the analysis per indicator of conceptual understanding were that students were lacking in repeating concepts, classifying types of objects based on certain characteristics according to the concept, determining examples and non-examples of the concept, and obtaining information on sufficient and necessary conditions for a concept. Keywords: conceptual understanding, learning outcome evaluation course

Review

This study addresses a pertinent and often overlooked area within higher education by investigating the conceptual understanding of fashion design education students in a specialized 'Learning Outcome Evaluation' course. The clear objective to describe students' conceptual understanding is well-articulated, setting a focused scope for the research. The use of essay-based test techniques for data collection is an appropriate methodological choice for assessing 'conceptual' understanding, suggesting an attempt to move beyond mere recall and delve into the depth of students' grasp of subject matter. The identification of specific indicators where students struggle offers valuable diagnostic information for educators. However, the methodology presents several limitations based solely on the abstract. While a descriptive approach provides initial insights, the small sample size of 30 students from a single intake (2023) raises concerns about the generalizability of the findings to a wider population of fashion design students or different educational contexts. The abstract states an average score of 13.57 classified as "moderate," but without further context—such as the maximum possible score or the specific rubric used—the full significance of this numerical result is difficult to ascertain. Furthermore, while the identified areas of weakness are valuable, the abstract does not hint at any exploration of the underlying reasons for these conceptual gaps, which would strengthen the study's analytical depth. Despite these methodological considerations, the study offers significant practical implications for fashion design education. The findings, particularly the detailed breakdown of conceptual weaknesses—inability to repeat concepts, classify objects, determine examples/non-examples, and understand sufficient/necessary conditions—provide a clear roadmap for targeted pedagogical interventions and curriculum redesign within the 'Learning Outcome Evaluation' course. Future research could expand upon this foundation by employing larger samples, incorporating qualitative methods (e.g., interviews) to explore *why* students struggle, or investigating the impact of specific teaching strategies on improving these identified conceptual gaps. Overall, this paper provides a valuable initial descriptive analysis, highlighting critical areas for enhancing student learning and instructional practices in a specific vocational higher education context.

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