A.     Background of the Problem

Indonesia's development is directed at improving the quality of human resources (HR), because quality human resources are very necessary in nation-building efforts. The education sector plays a very important role in this effort, as well as anticipating and responding to the challenges of the Industrial Revolution Era 4.0 and various changes in the future. The 1945 Constitution of the Republic of Indonesia mandates the Government to seek and implement a national education system which aims to increase faith and devotion to God Almighty as well as noble morals in order to make the nation's life more intelligent as regulated by law. PP RI No. 4 of 2022 concerning Amendments to Government Regulation No. 57 Concerning National Education Standards in Article 6 Paragraph 3 states that the competency standards for graduates of Vocational Secondary Education are focused on; (a) preparation of students to become members. people who believe and are devoted to God Almighty and have noble morals; (b) cultivating character in accordance with Pancasila values; and (c) skills to improve students' competence so they can live independently and take part in further education according to their vocation.

The Vocational Secondary Education level is part of vocational education. Vocational education in Indonesia has an important role in producing skilled workers needed by the industrial world [1]. Vocational education basically prepares students to become professional and qualified workers in their respective fields of specialization [2]. Vocational education considers the abilities desired by the world of work which include job specificities and skills [3]. Vocational education is a type of education that aims to develop understanding, attitudes and work habits that are useful for individuals so that they can meet social, political and economic needs. Apart from that, this education is designed to prepare skilled workers in various sectors such as industry, agriculture and technology, and prepare students to master science and technology [4]. Based on this explanation, it can be seen that vocational education has its own characteristics, the main characteristic is skills education with the hope that students become experts and/or professionals in the fields they study. Through vocational education, it is hoped that skilled workers will be born in their respective fields, or in other words graduates from the vocational education process in the form of skilled and quality human resources.

Various policies and regulations to make this education a success have also been formulated and implemented optimally. However, in the process of providing vocational/vocational education, of course there are still various obstacles and barriers. Learning methods and media in vocational/vocational education are still very conventional [3,5,6]. Low discipline and student motivation in vocational education [7,8]. Cases of choosing the wrong major due to following along with friends, parents' choices, lack of information, and interests that are not in line with the child's capacities. Then it has a negative impact on students such as; academic stress, decreased motivation to learn, and low cumulative achievement index, changing majors, and even changing schools [9-15].Based on literature studies that describe problems in the implementation of vocational/vocational education, three main problems can be mapped, namely those related to the readiness of the learning process (media, methods, teaching materials, etc. related to the learning process), student seriousness (seriousness, motivation, and discipline) and student readiness in undergoing vocational/vocational education, especially the accuracy of prospective vocational school students (class IX of SMP) in choosing a major. If the thread is drawn, it is that if the readiness of the learning process has been well standardized but the student's seriousness and readiness are not optimal, then the results of the learning process will also not be optimal. Student readiness is an important part so that students are serious about undergoing the learning process in vocational school education units, for this reason student readiness is the key to success in vocational/vocational education at vocational schools. The data and information obtained from the literature study were then collected by researchers in more in-depth information. The step taken is to carry out preliminary research in the field to find out whether the same problems occur in the researcher's environment.

Preliminary study in the field using observation techniques and distributing questionnaires at SMKN 1 Tana Toraja. The questionnaire distributed to class X students at SMKN 1 Tana Toraja, focused on the question; (1) Does the major you choose suit your talents and interests? (2) If your choice of major was not of your own free will, did you choose that major because your friends followed suit, your parents' choice, or because of a lack of information? (3) If you feel that you made a mistake in choosing a major, did you find it difficult to understand the material during your studies and/or did it make you feel stressed and less motivated to study? Results from filling out the questionnaire (using a scale Guttman assuming "Yes" and "No"), by 408 class X students, information was obtained that:

Figure 1.1 Results of Completing the Preliminary Study Questionnaire

Of the 408 class Of the 117 students who felt that the major they chose did not suit their talents and interests, 110 (94%) of these students chose the wrong major because they followed their friends, their parents' choice, or because of lack of information, while 7 (6%) students chose the wrong major. major for other reasons. Apart from that, of the 117 students who felt that the major they chose did not suit their talents and interests, 98 (84%) students found it difficult to understand the existing learning material and this resulted in students feeling stressed and less motivated, while 19 (16%) students tried and feel able to adapt.

Figure 1.2 Observation Results of Changing Majors Due to Choosing the Wrong Major

Meanwhile, through observation techniques on student administration data at SMKN 1 Tana Toraja in the last two years (2021-2022 and 2022-2023 academic years) where of the 425 class XI students and 371 class XII students with a total of 796 students, 239 (30%) students has applied for a change of major, as well as 9 cases of changing schools. Based on all the data and facts obtained through field studies, the information obtained shows the same problems as literature studies, namely cases of choosing the wrong major due to following along with friends, parents' choices, lack of information, and interests that are not in line with the child's capacities. have. Then it has a negative impact on students such as; academic stress, decreased motivation to study, and low cumulative achievement index, changing majors, and even changing schools. In fact, cases of changing majors reached 30%, and there were quite a few cases of changing schools.

Several literatures have described various things that must be considered so that there are no more cases of choosing the wrong major. Prospective vocational school students (class IX of SMP) must be able to imagine achieving results (outcomes) related to the choice of major that they determine to understand these achievements a person must be able to recognize himself (Locus of contol internal) namely being able to recognize oneself, search for information, and understand the skills one has and education (major) to hone these skills[16]. Career information and career guidance have proven to be effective in helping career choices for prospective vocational students (class IX of SMP) in vocational education[17]. Self-knowledge is very important, self-knowledge includes recognizing all potential as hidden strength, energy or abilities that are owned and have not been utilized optimally [18].Students' interest, willingness, enjoyment and attention as well as the school's role in promoting the school or major are determining factors for student success in choosing a major in vocational school [19]

The objective of the measure is "To measure the interest and TALENT of prospective vocational school students (class IX of SMP) in accordance with the skills program (major) available at SMKN 1 Tana Toraja". Measuring domains/dimensions, namely; (1) Measuring interest; (a) students' interest in learning, (b) interest in choosing further studies, and (c) interest in choosing a major. (2) Measuring the basic understanding of prospective vocational school students (class IX SMP) regarding the skills programs (majors) available at SMKN 1 Tana Toraja, namely; (a) Automotive Engineering/Light Vehicle Engineering (TKR), (b) Welding Engineering, (c) Audio Video Engineering (Electronics), (d) Electrical Power Installation Engineering (TITL), (e) Computer and Network Engineering (TKJ) , (f) Building Modeling and Information Design Techniques (DPIB), and (g) Construction and Housing Engineering.

B.Problem Formulation

Based on the background as described above, the problem formulation in this research is:

1. What is the analysis of the need for developing assessment instruments for major selection at SMKN 1 Tana Toraja?

2. What is the description of the prototype of the Major Selection Assessment Instrument at SMKN 1 Tana Toraja?

3. What is the feasibility of the Major Selection Assessment Instrument at SMKN 1 Tana Toraja?

C.Research purposes

In this research, the product developed is the Major Selection Assessment Instrument at SMKN I Tana Toraja which helps prospective students (class IX of SMP) and the educational unit of SMKN I Tana Toraja in the process of selecting majors. For this reason, the objectives of this research are:

1. Analyzing the need for developing assessment instruments for major selection at SMKN 1 Tana Toraja.

2. Designing a prototype of the Major Selection Assessment Instrument at SMKN 1 Tana Toraja

3. Produce an assessment instrument for major selection at SMKN 1 Tana Toraja that is suitable for use.

A. Assessment Instrument for Selecting Majors in Vocational High Schools

1. Vocational School

Vocational secondary education is education at the secondary education level which prioritizes developing students' abilities to carry out certain types of work. Vocational secondary education prioritizes preparing students to enter the workforce and developing professional attitudes. In accordance with its form, vocational high schools provide educational programs tailored to the types of employment opportunities (Government Regulation Number 29 of 1990). Vocational High School (SMK) is a form of formal education unit that provides vocational education at secondary education level as a continuation of SMP, MTs, or other equivalent forms. Schools at educational levels and vocational types at Vocational High Schools (SMK) or Vocational Madrasah Aliyah (MAK), or other equivalent forms (National Education System Law Number 20 of 2003). Vocational High Schools have many skills programs. The skills program implemented at SMK adapts to the needs of the existing world of work.

Skills programs at the vocational school level also adapt to community and market demand. Vocational education is secondary education that prepares students primarily to be ready to work in a particular field. Students can choose the area of expertise they are interested in at vocational school. The vocational school curriculum is created so that students are ready to work directly in the world of work. The curriculum content in vocational schools is arranged in such a way as to suit the needs of the existing world of work. This is done so that students do not experience significant difficulties when entering the world of work. With a study period of around three or four years, vocational school graduates are expected to be able to work according to the skills they have acquired. The objectives of vocational secondary education according to Law Number 20 of 2003 are divided into general objectives and specific objectives.

The general objectives of vocational secondary education are: (a) increasing students' faith and devotion to God Almighty; (b) develop the potential of students to become citizens with noble character, healthy, knowledgeable, capable, creative, independent, democratic and responsible; (c) developing the potential of students to have national insight, understand and appreciate the cultural diversity of the Indonesian nation; and (d) develop the potential of students to have concern for the environment by actively participating in maintaining and preserving the environment, as well as utilizing natural resources effectively and efficiently. The specific objectives of vocational secondary education are as follows: (a) prepare students to become productive human beings, able to work independently, to fill existing job vacancies as middle-level workers in accordance with the competencies in the skills program they choose; (b) prepare students to be able to choose a career, be tenacious and persistent in their competencies, adapt to the work environment and develop a professional attitude in the field of expertise they are interested in; (c) equip students with science, technology and art so that they are able to develop themselves in the future both independently and through higher levels of education; and (d) equip students with competencies appropriate to the chosen skills program. Vocational High School (SMK) is formal education mandated by law to prepare human resources who are ready to enter the world of work and become a productive workforce.

The government plans to build more vocational high schools (SMK), it is hoped that more young people will be ready to compete in the world of work. Of course, we imagine a Vocational High School with vocational characteristics, with the slogan "Vocational School Can, Vocational School is Great". Although actually not all vocational schools are capable and great, depending on various factors and conditions that influence them, because quite a few vocational schools only teach theory without practice in their schools. Or known as Literary Vocational School. Since the government restricted the establishment of high schools, many groups have turned to establishing vocational schools. This is evidenced by the proliferation of industry-based vocational schools. This phenomenon should not be just a bandwagon or a kind of escape because of these restrictions. Although it's not an issue that needs to be debated. However, this problem requires special attention from both the community and the government as education stakeholders. Conceptually, Industrial-Based Vocational Schools want to combine the values of industrial knowledge, general knowledge, skills in one middle class workforce preparation package, and we all need to know that in general the aim of vocational secondary education is to increase intelligence, personality knowledge, noble character and skills. to live independently and pursue further education in accordance with their honesty. So the industry-based vocational school model is very suitable.

The Vocational Secondary Education level is part of vocational education. Vocational education in Indonesia has an important role in producing skilled workers needed by the industrial world [1]. Vocational education basically prepares students to become professional and qualified workers in their respective fields of specialization [2] Vocational education considers the abilities desired by the world of work which include job specificities and skills[3]. Vocational education is a type of education that aims to develop understanding, attitudes and work habits that are useful for individuals so that they can meet social, political and economic needs. Apart from that, this education is designed to prepare skilled workers in various sectors such as industry, agriculture and technology, and prepare students to master science and technology [4]

Based on this explanation, it can be seen that vocational education has its own characteristics, the main characteristic is skills education with the hope that students become experts and/or professionals in the fields they study. Through vocational education, it is hoped that skilled workers will be born in their respective fields, or in other words graduates from the vocational education process in the form of skilled and qualified human resources. Each vocational secondary education unit has a skills program (major) organized within it. One example of a vocational secondary education unit is SMKN 1 Tana Toraja, an overview of the skills programs (majors) available at SMKN 1 Tana Toraja namely; (a) automotive engineering, (b) welding engineering, (c) electronics engineering, (d) electrical engineering, (e) computer network and telecommunications engineering, (f) building modeling and information design, and (g) construction and property engineering .

Automotive Engineering or Light Vehicle Engineering (TKR) at SMK is one of the majors that produces professional experts in the field of developing technological knowledge related to vehicles. Main material studied; Automotive vocational basics that teach students about two-stroke and four-stroke engines, basic electronics, and K3 material. Light vehicle engine maintenance (maintenance of head engine components cylinder block cylinder, pistons, lubrication systems, cooling systems, conventional and injection fuel systems, engine management, conventional diesel fuel systems, and common rall). Chassis maintenance and power transfer (maintenance of clutch, manual and automatic transmission, drive axle, wheels and tires (spooring And balancing), manual brake system and ABS, and steering system (manual power steering)). Light vehicle electrical maintenance (lighting and sign system, network security system, ignition system (conventional and electronic), starter system, charging, air conditioning (AC), central lock and alarm, and audio system [20]

Welding Engineering at Vocational School is a major that produces professional experts in the field of welding engineering. Some of the things studied in the welding engineering major include; how to weld well, theory of materials for the welding process, reading technical drawings. The sub-material studied is welding related to surface areas, joint shapes, welded joint cover parts, welded joint root parts, surface planes, joint shapes, welded joint cover parts, welded joint root parts, surface planes, joint shapes, welded joint cover parts. [20] Electronics Engineering at Vocational School is a major that produces professional experts in the field of electricity and electronics. Main material studied; basics of electronics engineering, electrical components, semi-conductor equipment, business processes in electronics manufacturing and engineering, technological developments and the world of work, profession and entrepreneurship, basic production process techniques, electronics engineering drawings, properties of active and passive components, machines electricity, electronics and instrumentation [20]

Electrical Engineering at Vocational School is a major that produces professional experts in the field of electrical engineering. Main material studied; analyzing electrical circuits, understanding the basics of electronics, using measurement results, applying measurements of electronic components, interpreting electrical engineering drawings, carrying out basic mechanical work, implementing occupational safety and health (K3), maintaining electrical household equipment, repairing electrical household equipment, repairing electric motors, installing electrical lighting installations in simple buildings, installing electric lighting installations in multi-storey buildings, installing electrical installation grounding systems, installing electrical power installations in simple buildings, installing electrical power installations in multi-storey buildings, operating electromagnetic control systems, operating electronic control systems, operating equipment low voltage power controllers, maintaining electrical panels and switchgear, maintaining and repairing household coolers [20]

Computer Network and Telecommunications Engineering (TJKT) at SMK is a major that produces professional experts in the field of computers and networks. Main material studied; assemble, install, and repair computers, get to know components hardware computers, studying basic networks, installing computer programs, building network and telecommunications infrastructure, solving technical problems, computer networks, operating systems, programming, databases, network security, telecommunications [20]. Design Modeling and Building Information (DPIB) at SMK is a department that produces professional experts in the fields of planning, construction and implementation of buildings. Main material studied; land measurement, 2D and 3D drawing design, interior and exterior design, RAB calculation and design, building rehabilitation and repair, building construction maintenance, drafter/draftee in building planning and implementation, independent/entrepreneurial building drawing services in drawing studios [20]

The Department of Construction and Property Engineering (TKP) at SMK is a department that produces professional experts in the field of building construction, from preparation, implementation, to maintenance. Main material studied; applying the science of statics and tension, identifying building science, understanding building materials, implementing occupational safety and health (K3), drawing and forming, problem solving in the design process, introduction to exploration, observation, analysis and appreciation of two-dimensional drawing and three-dimensional forming [20]

Majoring is not an easy thing to determine and is a choice that suits your abilities, but it must be determined. To form such a thing, it must be based on decisions based on an understanding of abilities and interests as well as an introduction to existing careers in society. Success in choosing the right career is not as easy as imagined, several things can influence a person to make the right choice of career or job choice.   The choice of major is an expression or expansion of personality in the world of work or school, followed by subsequent identification with a specific occupational stereotype. Comparison between self and perception of a job and acceptance or rejection are the main determinants in the choice of major. The correspondence between a person's self-view and the determination of job selection is related to the model of personal style.

Holland adheres to the belief that an interest related to work and occupation is the result of a combination of a person's life history and his or her entire personality, so that a particular interest eventually becomes a personality trait in the form of self-expression in the field of work, academic study, core hobbies, and various recreational activities. and many other preferences. Choice of major can be interpreted as a choice of activities carried out by a person as a form of need that aims to fulfill needs. The needs referred to here include physical needs such as food, clothing, shelter, and so on. Psychological needs, including the need to be loved, the need to be respected and appreciated.

For some children and parents, one of the reasons for entering vocational school is the expectation of working immediately after school. Not a few children and parents are wondering, what are the majors in vocational schools where it is easy to find work. There are also parents who are looking for vocational school majors that are suitable for women or men only. However, the actual way of choosing a vocational major cannot be said to be much different from the way of choosing a major in high school. Children's talents and interests, once again, play an important role in choosing a vocational school major. As a guide for parents, below are several steps for choosing the right vocational school major for your child.

1. Get to know your child's interests and talents

Pay attention to your child's interests and talents. Choose a vocational school major that suits your child's interests and talents. For example, if a child has an interest in technology, then Computer and Network Engineering or Industrial Electronics Engineering are two options that can be discussed with the child.

1. Job Opportunities after Children Graduate from Vocational School

Find out about job opportunities for graduates from the vocational school majors that are being considered. Pay attention to the availability of job opportunities and market demand for that major.

1. Know your child's academic abilities

Consider your child's academic abilities to choose the best major. Avoid choosing a major that is too difficult because it can affect your learning outcomes.

1. Find out and discuss income potential after graduating from middle school

Learn about the potential income from work that can be done after the child graduates from the chosen vocational school major. Discuss it with your child so that he can choose a major that suits his financial goals.and.   Select School Location

Consider the location of the school you will choose. It is better if the school is easily accessible and not too far from home. Parents need to know what alternative vocational school majors are available.

1. Consider the Department's facilities and infrastructure

Make sure the school you choose has adequate facilities and infrastructure to support learning. Practical facilities such as workshops or laboratories are very necessary to suit the choice of major at the vocational school.

1. Get Information from Teachers and Counselors

Parents can consult with counselors and teachers at school about choosing a major in vocational school that best suits their child's interests, talents and abilities. Counselors and teachers can provide valuable input and suggestions for parents and children in choosing the right major in vocational school.

The way to choose a vocational school major is not always the same between one parent and another. But what is certain is that the role of parents is very important, especially in understanding children's interests, talents and abilities. Parents who pay attention to their children's needs and provide full support in choosing an appropriate school major can make them feel helped and motivated to study harder and achieve their dreams..

Selection of Majors

The process of determining which option is considered the best is called decision making. This is in accordance with the opinion of Suharnan (2005) Decision making is the process of selecting or determining various possibilities among uncertain situations. Decision making occurs in situations that require someone to make future predictions, choose one of two or more options, make estimates or forecasts regarding the predicted frequency that will occur. Choosing a major by a prospective student is not an easy thing and can be underestimated, because there are many things that must be considered, such as costs, personal abilities, and the job that will be pursued later. There are many majors organized by vocational high school educational institutions which aim to accommodate the interests and talents of prospective students who will continue their education to a higher level.

However, quite a few prospective students choose a major just to choose what is important to be able to go to school without considering the continuation, both during the learning period and after school. The definition of selection is that decision making is a process where a person makes a choice from several available alternative options. the decision to choose a major is the result of the best considerations for the students concerned. Choosing a major means determining a particular major or area of ​​expertise that suits your short and long term plans. The aim of the student major is so that students can obtain complete and clear information about the various possible options available for continuing their education. So that with these efforts students can choose the right type of school or special teaching program, or existing study program in accordance with general basic abilities (intelligence), talents, interests, personal tendencies and things that can influence the continuation of their education.

Selecting and preparing oneself to carry out a job, because a person's job determines various things in life. In life, students choose the field of work they will pursue, the type of work they will pursue causes students to complete their education to the level required by the desired field of work. Meanwhile, at around 17 years of age, students realize that they are responsible for planning their career. Choosing a major that is appropriate to career development goes hand in hand with increasing age and experiences important dynamics during high school. Choosing a major during high school is an exploration stage that begins at the age of 15 to 24 years.

In the exploration stage, students develop awareness of themselves and the world of work, and begin to try new roles, so in this case a high level of interest is required. Interest is the desire as well as cognitive and affective readiness of an individual to complete the developmental tasks faced by him, to be able to choose and plan the right career, high interest is also needed, because high interest will have an impact on increasing self-knowledge, job knowledge, confidence in choosing a job, and the ability to plan the expected steps. Low interest can cause errors in decision making, including errors in determining education majors for vocational school students. In reality, many vocational school students choose majors without considering their abilities, interests and personality. They tend to follow the choices of parents, friends, based on job popularity or identification with parents. Mistakes in choosing education can result in loss of time, finances and failure in learning. This is because students are not motivated to learn. The problem of choosing a major is an important developmental task for students and can influence their entire future.

Therefore, if students are able to choose a major based on interests and abilities as well as various beneficial considerations, then the student's future will be better. The reality at SMK Negeri 1 Tana Toraja based on interview results is that students' choice of major is not based on their own wishes. Some students choose certain majors because they are influenced by their parents and school friends. Parents want their children to enter certain majors because parents have prospects for their child's world of work when they finish school. The factors that influence interest in choosing a major consist of internal factors and external factors. Internal factors include desire and interest, while external factors include family environment, school environment and school conditions. These two factors have a significant influence on students' interest in choosing a major.There are students' interests that are influenced by internal factors only, there are also those that are influenced by external factors, and there are also those that are influenced by both, namely internal factors and external factors. Entering the vocational school level , students are required to choose a major, by choosing this major, students will focus more on studying the knowledge that students are capable of. Students are sometimes confused about deciding which major to choose, so schools and related institutions must provide an introduction to specific fields of study that students are interested in. The following are various understandings that prospective students must know to choose a major, including:

a.    Get to know the characteristics of each major.

Recognizing the characteristics of each major helps students to choose the major they choose. For example, in the TKR Department, almost all lessons contain exact sciences and machines. In it there are chassis, electricity, physics and mathematics which are studied in more depth. The TKJ department focuses more on applications, so there are software lessons and other general lessons. The Building Information Modeling Design Department focuses on the science of designing and drawing.

b.   Identify Interests and Talents.

Recognize your talents and interests. If you are interested in mechanical matters, choose automotive light vehicle engineering. If you are interested in computers and applications, you should choose the computer and network engineering major. However, if you are more interested in designs and drawings, choose the architectural and building information design major. Prospective vocational school students (class IX of SMP) must be able to imagine achieving results (outcomes) related to the choice of major that they determine to understand these achievements a person must be able to recognize himself (Locus of contol internal) namely being able to recognize oneself, search for information, and understand the skills one has and education (major) to hone these skills [16] Career information and career guidance have proven to be effective in helping career choices for prospective vocational education students (class IX of SMP) [17] Self-knowledge is very important, self-knowledge includes recognizing all potential as hidden strength, energy or abilities that are owned and have not been utilized optimally [18] Students' interest, willingness, enjoyment and attention as well as the school's role in promoting the school or major are determining factors for student success in choosing a major in vocational school [16]. The interests, realization of interests, skills and expertise of prospective vocational school students (class IX of SMP) determine student success in choosing a major in vocational school [21]. The greater the perception (interest) of prospective vocational school (class IX SMP) students, the greater the suitability of the major, the greater the career planning, the greater the suitability of the major, and the greater the student's perception and career planning, the greater the suitability of the major [22]

Students who have interest, motivation to learn, and attitudes that support the achievement of their goals, have a tendency to be successful in choosing a major and developing their careers [23]. Interest, talent and personality factors are the keys to choosing a major for prospective vocational school students (class IX of junior high school) [24]. The variables of learning discipline, interest in learning, and talent influence student learning achievement in vocational schools, therefore the choice of major for prospective vocational school students (class IX of SMP) should pay attention to these variables [25]. The choice of major for prospective vocational school students (class IX of SMP) must be based on self-motivation (interest and enjoyment) [26]. Internal and external factors simultaneously or partially influence the decision of prospective vocational school students (class IX SMP) in choosing a major at vocational school, as for internal factors, namely talent and interest [27]. For selecting majors for prospective vocational school students (class IX of SMP), the main external factors are encouragement from family and those closest to them, the main internal factors are interest and talent [28,29]. Talent, interest, information, appreciation and emotions are important instruments for choosing a major considering that the current conditions/atmosphere influence the choice of major [30]

The expectations of parents, those closest to them, and the environment are able to influence the choice of major for prospective vocational school students (class IX of SMP) externally, while interests and talents are internal factors that play a role in the success of studying in vocational education [31]. External factors (family environment, community environment, peer environment, school environment and family economy) and internal factors (interests of prospective students, namely interests, talents and aspirations) determine the choice of specialization in building engineering skills studies for prospective students Vocational School (class IX of SMP) [32,33] Based on the explanation regarding the factors that support the success of prospective students (class IX SMP students) in choosing a major, it can be concluded that talent/characteristics and interests are the main factors that prospective students (class IX SMP students) must have, these two factors must be valid. side by side and complement each other. One solution to overcome cases of choosing the wrong major is to present assessment instruments to prospective vocational school students (class IX of junior high school).

3.           Definition of Assessment

In the world of education, assessment is defined as an effort and/or process to obtain various information which later becomes the basis for formulating policies related to targets and objectives, as well as learning strategies and programs [34]. To find out a child's individual appearance and then determine policies related to this information . To find out the individual's appearance and the environment that shapes the child and then determine policies related to this information [35]. To find out a child's learning behavior and then determine policies related to that information [36,37] Assessment is an effort to collect relevant information to understand or determine an individual's condition, the condition in question is; (a) what abilities or skills you already have, (b) what obstacles or difficulties you have experienced, (c) why you have experienced those obstacles or difficulties, (d) what needs (in terms of education and learning) should be met. [37] defines assessment as the process of collecting information about a child's condition to make considerations and decisions related to that child.

These various opinions illustrate that assessment is a series of efforts to understand various information and situations that occur in the learning process, this information and situations are then used as a basis for formulating further policies. This is in line with the opinion of [37] which provides conclusions related to the definition of assessment, namely; (a) Comprehensive systematic process. (b) In the form of information (data/facts/evidence) to determine the symptoms and their intensity, the obstacles experienced, the child's weaknesses and strengths. (c) There is a comparison of this information with a parameter/measure using an instrument. (d) There is an "assessor" (involving a team) who collects information. (e) Used to develop a learning program that children need that is realistic, in accordance with objective reality.

A.          Development Model

The research approach used is research and development or Research and Development (R&D). R&D is the process used to develop and validate products. The product developed is the Major Selection Assessment Instrument at SMKN 1 Tana Toraja. This research and development fully adopts the 4D Development Model. [38] In his book “Instructional Development for Training Teachers of Expectional Children”, describes the four main stages of the 4D development model, namely: Define, Design, Develop, And Disseminate, in matrix form. This model was chosen because its implementation includes a series of research and development steps in stages to produce a product that is valid, reliable and suitable for use to help prospective vocational school students (class IX of SMP) and vocational school education units in the process of selecting majors.

B.          Development Procedure

1.      Definition stage (Define)

a.    Beginning-End Analysis (Front-end Analysis)

Vocational education (SMK) basically prepares students to become professional and qualified workers in their respective fields of specialization. In implementing the educational process in vocational school education units, of course there are various problems and obstacles faced. One of the problems that still occurs today is the case of choosing the wrong major by prospective vocational school students (class IX of SMP), this can be seen from literature studies and field studies. This case has an impact on; academic stress, low learning motivation & cumulative achievement index, changing majors (Even at SMKN 1 Tana Toraja (FY 2021-2022 & 2022-2023) cases of changing majors reached 30%), and quite a few cases of changing schools.

b.    Concept Analysis (Concept Analysis)

The results of the analysis of various relevant literature and the themes of cases of choosing the wrong major in vocational school, the success of prospective vocational school students (class IX of junior high school) in choosing a major, and students in undergoing studies at vocational school education units. Shows that, important factors for the success of prospective vocational school students (class IX SMP) in choosing a major, and students in undergoing studies at a vocational school education unit, are interest and talent. It can also be seen that various solutions have been developed, including designing Android and web-based SPK using various methods to measure the talents/competencies of prospective vocational school (class IX SMP) students. Research Gap From these various studies, they are not equipped with measurements of interest factors, they only focus on talent.

c.     Formulation of Product Goals (Specifying Instructional Objectives)

Based on Initial-Final Analysis (Front-end Analysis) and Concept Analysis (Concept Analysis), it is necessary to have a Department Selection Assessment Instrument at SMKN 1 Tana Toraja. This assessment instrument has the objective of measuring "Measuring the interest and TALENT of prospective vocational school students (class IX SMP) in accordance with the skills program (major) available at SMKN 1 Tana Toraja". Measuring domains/dimensions, namely; (1) Measuring interest; (a) students' interest in learning, (b) interest in choosing further studies, and (c) interest in choosing a major. (2) Measuring the basic understanding of prospective vocational school students (class IX SMP) regarding the skills programs (majors) available at SMKN 1 Tana Toraja, namely; (a) Automotive Engineering/Light Vehicle Engineering (TKR), (b) Welding Engineering, (c) Audio Video Engineering (Electronics), (d) Electrical Power Installation Engineering (TITL), (e) Computer and Network Engineering (TKJ) , (f) Building Modeling and Information Design Techniques (DPIB), and (g) Construction and Housing Engineering.

2.      Planning Level (Design)

a.    Preparation of Assessment Instruments

The initial stage begins with the preparation of an assessment instrument grid based on the measurement domain that has been determined in the previous stage.

1)    Grid of Interest Assessment Instruments for Prospective Vocational School Students (class IX of SMP)

Table 3.1 Grid of Learning Interest Assessment Instruments

Table 3.2 Grid for the Instrument for Assessment of Interest in Further Study

Table 3.3 Grid for Interest Assessment Instruments in Choosing a Major

2)    Grid of Basic Understanding Assessment Instruments for Prospective Vocational School Students (class IX SMP) Regarding Skills Programs (Majors) Available at SMKN 1 Tana Toraja.

Table 3.4 Instrument Grid for Basic Understanding of Automotive Engineering/Light Vehicle Engineering (TKR)

Table 3.5 Grid for Assessment Instruments for Basic Understanding of Welding Techniques

Table 3.6 Instrument Grid for Basic Understanding of Audio Video Engineering (Electronics)

Table 3.7 Grid of Instruments for Assessment of Basic Understanding of Electrical Power Installation Engineering (TITL)

Table 3.8 Instrument Grid for Basic Understanding of Computer and Network Engineering (TKJ)

Table 3.9 Grid for Assessment Instruments for Basic Understanding of Building Modeling and Information Design Techniques (DPIB)

Table 3.10 Grid of Instruments for Assessment of Basic Understanding of Construction and Housing Techniques

b.     Media Selection

The final product of the Major Selection Assessment Instrument at SMKN 1 Tana Toraja is packaged in the form of a user manual.

c.      Selection of Initial Design Format (Prototype I)

The Interest Assessment Instrument for Prospective Vocational School Students (class IX SMP) is formulated in the form of a questionnaire using a scale Liked. The Basic Understanding Assessment Instrument for Prospective Vocational School Students (class IX SMP) Regarding Skills Programs (Majors) Available at SMKN 1 Tana Toraja is formulated in the form of open questions and actualized through interview activities.

d.     Preliminary Plan (Prototype I)

A brief description (in full can be seen in the attachment) of the initial design (prototype I) of the Major Selection Assessment Instrument at SMKN 1 Tana Toraja.

1.             Interest Assessment Instrument for Prospective Vocational School Students (class IX SMP), for interest in learning consists of 30 questions, negative and positive types of questions, formulated in the form of a questionnaire using a scale Liked; Always (SL), Often (S), Sometimes (KK), Rarely (J), Never (TP). For interest in further study, it consists of 25 questions, negative and positive, formulated in the form of a questionnaire using a scale Liked; Strongly Agree (SS), Agree (S), Disagree (KS), Disagree (TS), Strongly Disagree (STS). Interest in choosing a major consists of 10 questions, positive type questions, formulated in the form of a questionnaire using a scale Liked; Strongly Agree (SS), Agree (S), Disagree (KS), Disagree (TS), Strongly Disagree (STS). Assessment of the interests of prospective vocational school students (class IX SMP), using assessment categories; Very High, High, Medium, Low, and Very Low.

2.             The Basic Understanding Assessment Instrument for Prospective Vocational School Students (class IX of SMP) regarding the Skills Program (Major) available at SMKN 1 Tana Toraja is implemented in the form of an interview, prospective vocational school students (class IX of SMP) are interviewed with open questions. Correct answers get points and wrong answers do not get points. Overall, the instrument for assessing the basic understanding of prospective vocational school students (class IX SMP) regarding the skills programs (majors) available at SMKN 1 Tana Toraja consists of 5 questions for each major. Question number 1 is worth 1, question number 2 is worth 2, question number 3 is worth 3, question number 4 is worth 4, question number 5 is worth 5. So the maximum score is 15 and the minimum score is 1.

3.       Development Stage (Develop)

a.     Expert Validation

The validity of the instruments used in this research are theoretical validity and empirical validity. In connection with this, an observation sheet was prepared which was then given to review to acquire judgement from experts who have been determined and are considered relevant to the product being developed. Object judgement from experts, namely prototype I. The observation sheet in this stage also contains open questions to obtain suggestions and input from experts.

b.     Revision

This stage is revised based on suggestions and input from experts. The revised results then became prototype II.

c.      Trials

1)     Trial of the Interest Assessment Instrument for Prospective Vocational School Students (class IX of SMP)

Through 2 series of trials, namely small group trials and large group trials. Small group trials using a sample of 40 students, using techniques random sampling. Specifically for the small group test, an observation sheet on the responses of prospective vocational school students (class IX SMP) is prepared, to obtain student assessments of the readability of the questions, as well as obtain suggestions and input from respondents. Large group trials using the technique purposive sampling because the empirical validity test uses confirmatory factor analysis (confirmatory factor analysis) or CFA Test. The provisions of the CFA Test are that the number of respondents used should be 5-10 times the number of questions asked. Based on these calculations, the number of respondents needed is 155 students. The results of small group trials became the basis for prototype III, the results of large group trials became the basis for the final product.

2)     Stage of Development of Basic Understanding Assessment Instruments for Prospective Vocational School Students (class IX of SMP) Related to Skills Programs (Majors) Available at SMKN 1 Tana Toraja

Through 2 series of trials, namely small group trials and large group trials. The small group trial involved 20 students, the large group trial involved 40 students. Sample selection for small group and large group trials using techniques random sampling. Specifically for the small group test, an observation sheet on the responses of prospective vocational school students (class IX SMP) is prepared, to obtain student assessments of the readability of interview questions, as well as obtain suggestions and input from respondents. The results of small group trials became the basis for prototype II, the results of large group trials became the basis for the final product.

d.     Analysis of Questions/Questions

1)     Analysis of Question Items on the Interest Assessment Instrument for Prospective Vocational School Students (class IX of SMP)

The results of product trials are then analyzed by questions in the form of validity tests, reliability tests, and confirmatory factor analysis (confirmatory factor analysis) or CFA Test. It is necessary to understand together that the basis for using the CFA test, namely when the variable is latent, while latent variables are variables that cannot be measured directly, but can be formed by other variables that can be measured which are then called indicator variables [44]. Related to this, the questions on the Interest Assessment Instrument for Prospective Vocational School Students (class IX of SMP) require CFA testing because the student interest variable, the interest variable in choosing further studies, the interest variable in choosing a major, are latent variables that cannot be measured directly.

2)     Analysis of Basic Understanding Assessment Instrument Question Items for Prospective Vocational School Students (class IX of SMP) Regarding Skills Programs (Majors) Available at SMKN 1 Tana Toraja

The results of the product trials were then analyzed using questions in the form of validity and reliability tests. Question item analysis was carried out with the aim of seeing the empirical validation of the questions so that they were considered suitable for use. The question items for the Basic Understanding Assessment Instrument for Prospective Vocational School Students (class IX of SMP) Regarding Skills Programs (Majors) Available at SMKN 1 Tana Toraja, do not require a CFA test because the latent variables have been clearly formulated [20]

4.       Dissemination Stage (Disseminate)

The final product is then packaged in the form of a user manual with attractive packaging. It will then be introduced at SMKN 1 Tana Toraja, and introduced to various vocational school education units in Tana Toraja Regency and North Toraja Regency, one of which is through the Teacher Working Group (KKG) forum. Other disseminations include scientific journal publications, publication at international seminars, and IPR registration.

C.          Test Subjects

The test subjects were Class IX Middle School students, the test subject population was class IX students who came from SMPN which according to the data was the most frequently captured and were students at SMKN 1 Tana Toraja, namely; SMPN 1 North Makale, SMPN 1 Tallunglipu, SMPN 1 Makale, and SMPN 1 Rantepao.

D.          Data Types and Data Sources

1.       Data source

The data source in this research is primary data obtained from various data collection activities, starting from; SMKN 1 Tana Toraja education unit in preliminary research, experts in expert validation, responses and test results by test subjects in small and large group trials.

2.       Data Type

In this development research, the types of data taken are qualitative and quantitative data. Quantitative data obtained from; results of distributing questionnaires and observations in preliminary studies, results of content validation by experts, results of lecturer response assessments and test results by test subjects in small and large group trials. Qualitative data was obtained from; results of literature and bibliometric studies, suggestions and input from experts, suggestions and input from test subjects.

AND.          Data Collection Instrument

In this research, the instruments used started from a questionnaire to obtain information related to the needs analysis used in the preliminary study. Observation sheet to validate the product used in content validation activities by experts, observation sheet to obtain responses to the readability of the questions/items. Lastly, the product being developed itself is an instrument for obtaining test result data which is then analyzed using a series of analyzes to obtain the feasibility value of the instrument. An overview of all data collection instruments used in this research can be seen in the attachment.

F.           Data Analysis Techniques

1.       Expert Validation Analysis

The assessment instrument for selecting majors at SMKN 1 Tana Toraja was declared "valid" through content validity judgment the experts. The validated aspects consist of Content Aspects (5 questions), Material Aspects (4 questions), Language Aspects (4 questions), and Structuring Aspects (1 question). The assessment range for each question is; Not Relevant is worth "1", Quite Relevant is worth "2", Relevant is worth "3", Very Relevant is worth "4". The average value of aspects (Ai) and the average value of total aspects (Va), namely; Invalid has a value of "1", Fairly Valid has a value of "2", Valid has a value of "3", Very Valid has a value of "4".

2.       Analysis of Prospective Vocational School Student Responses (class IX of SMP)

The Major Selection Assessment Instrument at SMKN 1 Tana Toraja was declared to have "decent" readability based on the responses of prospective vocational school students (class IX of junior high school). The aspects assessed consist of Content Aspects (5 questions), Language Aspects (4 questions), and Structural Aspects (1 question). The assessment range for each question, the average value of aspects (Ai) and the average value of total aspects (Va), namely; Not Good is worth “1”, Fairly Relevant is “2”, Good is “3”, Very Good is “4”.

3.       Instrument Feasibility Analysis

a.     Feasibility Analysis of Interest Assessment Instruments for Prospective Vocational School Students (class IX of SMP)

Feasibility analysis for the small group test, namely the Interest Assessment Instrument for Prospective Vocational School Students (class IX of SMP) is declared "valid" if the value is <0.05 or greater than r-_table, meaning the r-value_table namely 0.312 (df = n-2), through correlation test product momen. It is declared "reliable" if it approaches the number "1", with an adequacy category of "Very Good" ≥ 0.7, using the formula Alpha Cronbach. Overall data analysis with the help of the SPSS 20 application.

Feasibility analysis for large group tests uses the CFA test. Dimensions, items and questions from the Interest Assessment Instrument for Prospective Vocational School Students (class IX of SMP) are declared "valid" if they have a value loading factor > 0.5. It is declared "reliable" if it has a CR value > 0.7 and AVE > 0.5. The instrument model is declared "good" if the value Goodness of fit requirements are met, the entire CFA test is with the help of the AMOS 22 application. In the CFA test, several approaches must be understood, namely:

1.             The sample used is at least 5 (five) and at least 10 (ten) times the number of parameters in a CFA model if the estimation method is "maximum likelihood”, or 10 times if with other estimators [45]

2.             Data normality is a requirement for the CFA test, the fulfillment of data normality by observing skewness value from the data used. The statistical value to test the normality of data is called Z-score. Was Z-score is greater than the critical value, it can be determined based on the critical significance level, for example if the calculated value is greater than 2.58, it means that the data distribution is not normal at a significance level of 1% [46]. Data is declared normal if the value Multivariate c.r. Kurtosis no more than 2.58 at a significance level of 1% [47]

3.             Factor loading weight (loading factor) of 0.50 or more is considered to have a validity that is strong enough to explain the latent construct [11]

4.             The construct has good reliability if the value Construct Reliability  (CR) ≥ 0.70 and value Variance Extracted (AVE) ≥ 0,50 [11]

5.             The dimensions and indicator items stated are proven to be below the factors (loading factor) <0.050 can be considered for dropping or elimination [47]

6.             In CFA researchers can easily modify/update the model being tested with second order to improve the model that has been prepared so that it is more statistically feasible [47]. Although model modifications are useful in identifying sources of nonconformity in a model, their use, as well as the risk that the model is completely determined by data and deviate from theory, apart from that, model modifications should be included in the report so that it can be reviewed by future researchers [48]

7.     RMSEA is one of the most widely used criteria to measure the suitability of a model to data, because RMSEA does not depend on the size of the number of samples in the study and does not underestimate nor overestimate [49]

8.     Fulfillment of 4-5 indicators on Goodness of fit can be stated to have met the conditions to assess the eligibility of a model [44]

9.     Indicator Goodness of fit used in this research can be seen in table 3.11 as follows.

Table 3.11 Indicators Goodness of fit CFA test

Source: (Dash & Paul, 2021)

b.     Basic Understanding Assessment Instrument for Prospective Vocational School Students (class IX SMP) Regarding Skills Programs (Majors) Available at SMKN 1 Tana Toraja

Feasibility analysis for small group tests and large group tests, namely the Basic Understanding Assessment Instrument for Prospective Vocational School Students (class IX SMP) Related to Skills Programs (Majors) Available at SMKN 1 Tana Toraja is declared "valid" if the value is <0.05 or greater than r-_table, meaning the r-value_table namely 0.455 (df = n-2) for small group test and 0.312 (df = n-2) for large group tests, through correlation tests product momen. It is declared "reliable" if it approaches the number "1", with an adequacy category of "Very Good" ≥ 0.7, using the formula Alpha Cronbach. Overall data analysis with the help of the SPSS 20 application.

The authors declare that they have no conflict of interest

No funding sources

The study was approved by the Vocational High Schools.

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