Integrating fitting evaluation into pattern construction instruction to enhance fashion design students’ competencies

Asri Andarini Nurlita, Sugiyem Sugiyem, Putu Diah Ari Kusumadewi

Abstract


Learning fashion pattern construction requires students not only to create patterns according to established procedures but also to evaluate how well the patterns fit the body through the fitting process. Fitting evaluation provides authentic learning experiences that help students analyse and improve their pattern-construction skills. This study aimed to integrate fitting evaluation into pattern-making instruction by analysing the fitting results of the Meyneke, So-En, and Practical basic pattern systems among Fashion Design Education students. A descriptive quantitative approach was employed involving 108 students. Data were collected using a fitting observation sheet covering bust, shoulder, dart, waist, armhole, sleeve, back length, and back width. Descriptive statistics and the Friedman test were used to analyse the data. The results revealed significant differences in fitting performance among the pattern systems (χ² = 62.566; p < 0.05). Practical pattern 1 achieved the highest average score (3.42; mean rank = 3.24), followed by the So-En pattern (3.26; mean rank = 2.88), the Meyneke pattern (3.07; mean rank = 2.03), and Practical pattern 2 (3.07; mean rank = 1.84). These findings demonstrate that fitting evaluation supports students in understanding the characteristics of different pattern systems, identifying construction errors, and developing analytical and problem-solving skills. Integrating fitting evaluation into pattern construction instruction, therefore, enhances Fashion Design students' competencies through authentic, reflective learning experiences.

 


Keywords


Fitting evaluation; Pattern construction; Student competencies; Fashion design; Vocational education.

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DOI: https://doi.org/10.17509/ijotis.v6i1.102871

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