Article Per Year (5 Year)
p-Index From 2019 - 2024
0.408
P-Index
This Author published in this journals
All Journal Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Penelitian dan Penilaian Pendidikan Journal of Research and Educational Research Evaluation
Abdul Rahman A. Ghani
Unknown Affiliation
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
PENGARUH TES FORMATIF DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR EKONOMI SISWA SMA Abdul Rahman A. Ghani
Jurnal Penelitian dan Evaluasi Pendidikan Vol 12, No 2 (2008)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v12i2.1425

Abstract

Tujuan penelitian ini adalah untuk menguji ada tidaknya pengaruh tes formatif dan kemandirian belajar terhadap hasil belajar siswa dalam mata pelajaran Ekonomi. Penelitian ini menggunakan metode eksperimen dengan desain faktorial 2x2. Eksperimen dilaksanakan pada tahun pelajaran 2004/2005. Subjek penelitian adalah siswa Kelas II semester I SMA Negeri 63 dan 29 di Jakarta Selatan. Jumlah sampel 104 siswa dipilih secara acak bertahap. Eksperimen dilakukan melalui pemberian tes formatif bentuk esai dan pilihan ganda sebanyak 7 kali. Hasil penelitian menunjukkan bahwa: (1) Penggunaan tes formatif bentuk esai dalam proses pembelajaran dapat memberikan hasil belajar yang lebih tinggi dibanding dengan penggunaan tes formatif bentuk pilihan ganda. (2) Bagi siswa yang memiliki kemandirian belajar tinggi, penggunaan tes formatif bentuk esai dalam evaluasi formatif dapat memberikan hasil belajar yang lebih tinggi dibanding dengan penggunaan tes formatif bentuk pilihan ganda. (3) Bagi siswa yang memiliki kemandirian belajar rendah, penggunaan tes formatif bentuk esai dan bentuk pilihan ganda tidak memberikan hasil belajar yang berbeda. (4) Efektivitas penggunan tes esai dan pilihan ganda dalam evaluasi formatif sangat tergantung pada tingkat kemandirian belajar siswa, pada tingkat kemandirian belajar tinggi lebih efektif digunakan tes formatif bentuk esai dan pada tingkat kemandirian belajar rendah lebih efektif digunakan tes formatif bentuk pilihan ganda. Kata kunci:      hasil belajar ekonomi, tes formatif, kemandirian belajar
EVALUASI PROGRAM KARTU JAKARTA PINTAR (KJP) PLUS DI SEKOLAH DASAR KECAMATAN MAKASAR JAKARTA TIMUR andri wijaya; Abdul Rahman A. Ghani; Sri Yuliawati
Jurnal Penelitian dan Penilaian Pendidikan Vol. 5 No. 1 (2023)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v5i1.11524

Abstract

In general, this thesis aims to obtain information about the KJP Plus program at the Makassar District Elementary School, East Jakarta. This evaluation uses the CIPP model approach (Context, Input, Process, and Product). Data collection techniques through documentation studies, and questionnaires. The data analysis technique in this evaluation method uses a quantitative-descriptive approach with stages consisting of: data reduction, data presentation, and drawing conclusions. The results of the evaluation concluded that: (1). The context of the implementation of the KJP Plus program at the Makassar District Elementary School, East Jakarta is in accordance with the applicable provisions in the KJP Plus program. (2) The input from the implementation of the KJP Plus program is appropriate in supporting the success of the KJP plus program at the Makassar District Elementary School, East Jakarta. (3) The implementation of the KJP Plus program at the Makassar District Elementary School, East Jakarta has been going well, but there needs to be improvements in the aspect of reporting the use of KJP plus funds. (4) The achievement of the implementation of the KJP Plus program at the Makassar District Elementary School, East Jakarta during the COVID-19 pandemic was not yet optimal, especially in meeting the needs of students, especially in supporting educational needs
Teacher's Understanding of Minimum Competence Assessment and Its Impact on Assessment Conducted in Class Ernawati Ernawati; Abdul Rahman A. Ghani; Ratna Dwi Trisnawati; Zein Abdulloh Malik
Journal of Research and Educational Research Evaluation Vol 12 No 1 (2023)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jere.v12i1.66041

Abstract

Misconceptions in assessment can lead to low quality of education. Previous research revealed that the misconceptions experienced by teachers, schools and parents in implementing the National Assessment policy had different impacts. This study aims to describe teachers' understanding of the Minimum Competency Assessment and its impact on assessments conducted in class. The data collection technique used a semi-structured interview method with seven MTs Muhammadiyah PPTQ Ahmad Dahlan teachers. The results of the study reveal that the teacher's understanding of the Minimum Competency Assessment is divided into translation, interpretation and extrapolation understanding. In addition, the assessment carried out in class by informants with an understanding of translation has not changed after the implementation of the Minimum Competency Assessment policy. Informants with an understanding of interpretation changed their assessments, while informants with an understanding of extrapolation felt there was no need to change the assessments carried out in class because they wanted to provide an overview of the actual abilities of students.
Co-Authors andri wijaya Ernawati Ernawati Ratna Dwi Trisnawati Sri Yuliawati Zein Abdulloh Malik