Development and Validation of a Problem-Based Learning Video to Support Fashion Pattern Competency in Vocational Teacher Education
DOI:
https://doi.org/10.12928/joves.v9i2.16640Keywords:
Problem-Based Learning, Instructional video, Fashion pattern competency, Vocational teacher education, Vocational learningAbstract
This study aimed to develop and evaluate a Problem-Based Learning (PBL)-based instructional video for supporting fashion pattern competency in vocational teacher education. The research employed a Research and Development approach using the Four-D model, including the stages of define, design, develop, and disseminate. The video was designed to integrate problem orientation, information exploration, analysis, solution presentation, and reflection within fashion pattern learning activities. Product validation involved two content experts and two media-language experts, while practicality testing was conducted with 35 students and followed by wider implementation involving 105 students. Data were analyzed using Aiken’s V and descriptive statistics. Content validation results ranged from 0.67 to 0.83, whereas the overall media-language validity coefficient reached 0.957, indicating a highly valid product. Student evaluations showed a mean score of 3.57 with a feasibility level of 89.21%. These findings indicate that the developed video is valid, practical, and feasible for use in fashion pattern instruction. Beyond supporting technical competency development, the video also demonstrates how PBL can be implemented in vocational learning environments. The product may therefore serve as an alternative digital learning resource for competency-based vocational education and teacher preparation programs.
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