MAPPING PREREQUISITE KNOWLEDGE GAPS FOR DIFFERENTIATED INSTRUCTION IN SMART BUILDING TRAINING: A QUANTITATIVE CASE STUDY AT BBPVP SERANG
Abstract
Government vocational training admits entrants from diverse educational backgrounds but assesses them against common competency standards. This study mapped prerequisite knowledge gaps to inform differentiated instruction in the Installation of Smart Building Integration Systems program at BBPVP Serang. A descriptive quantitative case study combined administrative records of 90 trainees, program and assessment documents, and a supervised 40-item diagnostic test administered to one class (n = 15). Indicator gaps were calculated as 100 minus the percentage of correct responses, and the distribution of errors across trainees was examined. More than half of the trainees (55.6%) were not vocational high school graduates. Six of 12 indicators showed gaps of at least 25 percentage points, led by electrical measurement and dashboard visualization (33.3 points each). Electrical errors were dispersed across the class, whereas errors in server setup, account security, and dashboard visualization were concentrated among fewer trainees. These findings indicate that indicator-level gap percentages alone are insufficient for planning instructional support without considering the distribution of errors across trainees. Dispersed gaps suggest a need for class-wide reinforcement, while concentrated gaps may warrant targeted support under identical final competency standards. The findings are limited by the small single-class diagnostic sample and the measurement of knowledge rather than practical performance; the proposed differentiated instruction remains untested. The study contributes an indicator-level procedure linking diagnostic results to the sequence of integrated electrical–digital competency tasks.
Keywords
References
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DOI: https://doi.org/10.17509/e.v25i3.107071
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