Needs Analysis for Developing Project-Based Learning Outcomes Assessment Models in Electricity topic at the Center of Excellence Vocational High School

This study aims to analyze the needs of the project-based learning outcomes assessment model at the Center for Excellence in Vocational High Schools. The first step in the research is the development of Project-Based Learning Assessment Models. Electricity was chosen because it is one of the intersecting materials in the departments at Vocational High Schools. The survey method was chosen to collect information on the needs of the assessment model. The survey data were analyzed using descriptive statistics. The mode of the survey data was used to draw the required model conclusions.The number of respondents who filled out the questionnaire was from 10 SMK-PK in DKI Jakarta, West Java, Banten, and Lampung who applied Project-Based Learning in Practical Teaching. From the respondents' answers, it can be concluded that. Most schools require specific Guidelines for the Assessment of Project-based Learning yet to be made available. Most teachers require industry involvement in the creation of Practice-based Learning assignments. A large number of teachers need an assessment of the quality of assignments. Assessment of the Project-based Learning Process tends to be carried out at the implementation stage, while in the planning and reporting stages, it is carried out by a few teachers. The assessment tends to be carried out against groups with aspects assessed as competence and student performance. The assessment techniques carried out include written tests, observations, and portfolios. Standard sample documents required include Instrument Indicators and Rubrics.


INTRODUCTION
The Indonesian government has made several policies to develop Vocational High Schools or Sekolah Menengah Kejuruan (SMK). This policy relates to increasing the link and match between the quality of Vocational High School graduates and the competency demands of the Industrial workforce (Eriana 2021). Policies include dual system education, apprenticeship in industry, and teaching factory (Wahjusaputri & Bunyamin 2022). The Center of Excellence Vocational High School or Sekolah Menengah Kejuruan Pusat Keunggulan (SMK-PK) is being fostered (Tanti et al. 2022).
SMK-PK Program develops SMK with specific expertise programs through quality and performance improvement (Novika et al. 2022). These are strengthened through partnerships and alignment with the world of work. This is a reference with an encouraging spirit and a center for improving the quality and performance of other SMKs. In general, SMK-PK Program aims to produce

METHODS
The researchers developed a learning assessment model based on needs analysis in this study. The problem was the need for a product-based learning model outside the classroom and without face-toface meetings at SMK PK.

Needs Analysis
At the needs analysis stage, it aims to see pictures of the implementation of the assessment that has been running at SMK-PK, and then an analysis is carried out to identify the needs of the school. In this case, SMK-PK will be an assessment model for Project-Based Learning (PBL) . A needs analysis was carried out through a survey of 10 SMK-PK. The steps for the Needs Analysis to Create a PBL Assessment Model are carried out according to the Flow Chart shown in FIGURE 1.

Design Making
The making design referred to in this study is the Making of Project-based Project Learning Assessment Model Designs. The design was developed based on the needs analysis results and projectbased learning syntax or flow. Measurement activities and aspects being measured, the type of instrument used refers to the findings of previous studies. After the design is completed, it is developed based on expert input. The research instrument was in the form of validation sheets from learning experts, material experts, and media experts. Learning expert validation sheet to determine the suitability of learning coverage cognitively, affectively, and psychomotor. The material expert validation sheet is used to determine the suitability of the material presented using the PBL learning model and essentials competence in both textbooks and learning media. At the same time, media expert validation is used to determine the feasibility of media content, language, and presentation of learning media.
The measurement instrument for capturing school needs regarding the project-based learning assessment model was developed from two major sources. Has the school developed or has a standard project-based learning assessment model? What types of instruments do schools often use in assessing Project-based learning? It is the assessment of project-based practical learning following the projectbased learning syntax, namely the assignment of planning, reporting, and product quality or learning outcomes.

RESULTS AND DISCUSSION
Starting from the question about ownership of Project-based Learning Assessment Guidelines, 10 SMK-PK as a sample of 60% still needed to have Project-based Assessment Guidelines. Next is assignments to students in project-based learning or project task creation. PBL assignments at SMK-PK involve industry by 58%, only teachers at 37%, and practical learning assignments by industrial instructors by only 5%. The graph is presented in FIGURE 2. From FIGURE 3, it can be concluded that making assignments involving industry is quite needed by teachers or schools. Assessment of the quality of assignments given to students participating in project-based learning. Some teachers stated that the school should have evaluated the quality of assignments. Meanwhile, the majority of teachers stated that the school evaluates quality. The focus of teacher assessment is carried out in the implementation process, then the planning and reporting stages for the assessment of planning stated by 29%, respondents in the implementation of 45%, and 26% in reporting.

FIGURE 4. Assessment Techniques by Teacher at SMK
Based on the data in FIGURE 4, the priority for assessing the processes needed by schools is the implementation process. In contrast, planning and reporting assessment processes are unnecessary, and evaluating products is unnecessary. The teacher's project learning can explain this includes theoretical and practical learning. Even though the findings in the field are like that, for practical learning, product assessment must be carried out. Whether the assessment is carried out in groups or individually, it turns out that in both cases. First, teachers carry out group assessments, and second, teachers conduct them individually. Thus it can be concluded that both group and individual assessments are needed. The data FIGURE 4 shows that teachers need competency and performance assessment equally. The assessment technique used by the teacher at the Vocational High School that became the research sample was not much different from other Vocational Schools (Putra, Borman & Arifin 2022). The assessment techniques include written tests 63%, observation 68%, Portfolio 34%, and peer assessment 7%. The availability of standard references in schools or study programs tends to be limited, while teachers are said to be needed (Pudyastuti, Ginting & Ginting 2022). Based on the data, the respondents' answers in this study prove that all schools need a Project-Based Learning assessment model. This is reinforced by Juntunen and Aksela's findings (2013), that the project-based learning model can increase students' existing knowledge, train various thinking skills, form cooperative attitudes, and train concrete skills, as well as psychomotor assessment in learning, can be increased through practical activities (Juntunen & Aksela 2013). The results of Sumarni et al. research (2016) concluded that learning with project work in the form of props is a student-centered learning laboratory distillation that is essential and beneficial for students to develop the three domains of learning, namely; cognitive, affective, and (Sumarni et al. 2016) so that the development of project learning research models from the results side can be carried out by measuring the cognitive, affective and psychomotor domains. Whereas Mursid (2013), based on the results of his research, concluded that the implementation of process and product evaluation in production-oriented competency-based practical learning could be carried out by carrying out formative tests, summative tests, assignments, products, reports, folio portfolios, and competency tests. (Mursid 2013), these findings can be referred to as developing a project-based learning assessment model. This result applies not only to the electricity subject but also to all subjects and all majors in SMK.
The researcher developed one model based on the needs analysis for developing project-based learning outcomes assessment models. The model chosen by the researcher is to provide a framework for theory development and research directions. The model chosen by the researcher will provide several inputs to improve the resulting product. The learning assessment model product developed is Project-based learning on Practical Learning. This development research procedure has two main objectives. The first objective is to identify the needs of SMK-PK in assessing project-based learning. At the same time, the second goal is to develop a project-based learning assessment model design for practical subjects. Project-based Assessment Design in FIGURE 5.

CONCLUSION
A survey has been carried out to draw the required model of Needs Analysis for Developing Project-Based Learning Outcomes Assessment conclusions. The number of respondents who filled out the questionnaire was from 10 SMK-PK in DKI Jakarta, West Java, Banten, and Lampung who applied Project-Based Learning in Practical Teaching. From the data and needs analysis, it can be concluded that schools need the following: 1. Most schools require Specific guidelines for project-based Assessment of Learning that have yet to be made available. 2. Most teachers require industry involvement in creating Practice-based Learning assignments. 3. An assessment of the quality of the assignment is required for the size of the teacher. 4. Assessment of the Project-Based Learning Process tends to be carried out at the implementation stage, while at the planning and reporting stages, it is carried out by a few teachers. 5. Assessment tends to be carried out against groups with aspects assessed as student competency and performance. 6. Assessment techniques include written tests, observations, and portfolios. 7. The required standard sample documents include Instrument Indicators and Assessment Rubrics.