THE EFFECTIVENESS OF INTERIOR DESIGN STUDIO LEARNING CURRICULUM AT INDONESIAN HIGHER EDUCATION

• Main Author: Nur Ashri, Putri
• Format: Theses
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/79764
• Institution: Institut Teknologi Bandung

It is crucial for Interior design education to create competent graduates for educations, studies, and community service in the scope of interior design professionals who answer the community needs through quality design ideas. These competencies obtained from the learning process in studio lectures, where studio is the core of the learning curriculum focuses on achieving design skills with problemsolving procedures through a reflective and collaborative process. Interior design graduates are expected to have intelligence, creativity and broad imagination. By claiming these competencies in graduates, learning process considered to be effective. The substance of education reflects actual problems faced in real life. Therefore, the learning curriculum of an education should have relevance to society needs. Based on previous research, it was stated that interior design graduates have deficiencies in communication and decision-making regarding existing design problems. In Indonesia, there has not been much research regarding the effectiveness of the learning curriculum in studio lectures, along with the application of professional-oriented learning methods. Researchers found the urgency to conduct a study on the effectivity of the studio learning curriculum in interior design program by looking at the conditions of interior design graduates in the workforce from a professional and academic perspective. This research aims to prove the relevance of facts from several years ago to today, namely the effectiveness of the learning curriculum which influenced the conditions of interior design graduates in the professional world. The research used qualitative method with a descriptive comparative approach. Researcher carried out two stages of interviews that are semi-structured and in-depth interview. This research also collected documents of curriculum as supporting instruments. The case study is limited to the education curriculum from Interior Design Program of ITENAS Bandung for the 2017 academic year, especially the Interior Design Studio lectures. Interior design graduates from ITENAS, Class of 2016-2018, acted as the objects whose performance was assessed by research subjects from the professional and academic fields. The competency aspects used as the basis for data collection came from previous research related to the competencies and attributes of young interior designers, as well as the Book of Knowledge (BOK) and the National Council of Interior Design Qualification (NCIDQ, 2004) by grouping competencies into six knowledge area variables. The respondences consist of three groups from the professional field, namely design practitioners, and the academic field, namely lecturers who taught Interior Design courses I-V and lecturers who compiled the ITENAS interior design education curriculum for the 2017 academic year. The results revealed that the studio learning curriculum of Interior Design ITENAS for the 2017 academic year has been running quite effectively, with a percentage of 65%. However, the effectiveness has not quite yet to be approved as it was stated that two curriculum components that play a crucial role in helping graduates become competent designers, namely Specific Skills (KK) and General Skills (KU), displayed values of a middle range, at 53% and 55%. The evaluation of graduates' performance in the workfield showed that graduates were cooperative and have advantages in aesthetic skills also production abilities ranging from sketches to the execution of modeling ideas. Graduates were considered to have the most competence in [1] Listening and Writing, [2] Analysis and Summarizing, [3] Aspects of Preliminary Plan Formulation, and [4] Freehand Sketching. Respondents' assessments also showed that graduates had shortcomings related to independent acts, technical knowledge and treatments, and experience with real problems. The competencies that graduate mastered the least in the workfield are [1] Contract Administration, [2] Consultation, [3] Collaboration in Related Fields, [4] Decision Making, [5] Finishing Treatments, and [6] Public Facilities Design. These findings emphasize the importance of the opportunity to discuss and conduct research on case studies from various design areas to train graduates' thinking and problem-solving skills during the studio lectures learning period, so that graduates could prepare themselves better in dealing with clients and the work environment