Developing a Concept Attainment Model for Fashion Pattern Education: A Preliminary Study of Instructional Challenges and Needs
DOI:
https://doi.org/10.56294/saludcyt20252074Keywords:
Fashion Pattern-Making, Concept Attainment Model, Kinesthetic Learning, Fashion Design EducationAbstract
Fashion pattern-making is essential in fashion design education, yet many students, especially in vocational programs, face challenges in mastering this skill. These challenges arise from the misalignment between traditional teaching methods and students' kinesthetic learning styles, hindering their ability to apply theoretical knowledge to practical tasks. This study identifies these instructional challenges and proposes the Concept Attainment Model as a solution. The Concept Attainment Model, which emphasizes inductive reasoning and active learning through contrasting examples, aligns with kinesthetic preferences, promoting hands-on learning and improving concept retention. The study employed a mixed-methods approach, utilizing interviews, surveys, and classroom observations to analyze students’ difficulties and assess the effectiveness of the Concept Attainment Model. Data gathered from 258 students revealed that a significant number struggled with pattern modification, measurement accuracy, and garment fitting, underscoring the need for more interactive, student-centered instructional strategies. The study concludes that the Concept Attainment Model can bridge the gap between theoretical understanding and practical application in fashion pattern-making education, enhancing students' learning outcomes. This model provides a framework for aligning teaching practices with industry demands, improving student competencies, and preparing students for professional success in the fashion industry.
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Copyright (c) 2025 Reni Fitria, Rohana Zur, Rose Dahlina Rusli, Rafikah Husni, Halimul Bahri, Weni Nelmira (Author)
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