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Evaluasi Bebas Tujuan: Implementasi dalam Pelatihan Kepewaraan Mahasiswa Irfan Efendi; Wagiran Wagiran; Subyantoro Subyantoro
Jurnal Pendidikan Edutama Vol 8, No 2 (2021): July 2021
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v8i2.1799

Abstract

Abstract: In the principle, the goal-free evaluation model has the advantage of being able to consider possible influences, not only those that are planned, but things that are considered as other byproducts that arise from the product, so that novelty can be found in this model. The purpose of this study was to evaluate the application of the student host training model at STKIP NU Indramayu. The method used in this study is an experiment using a test technique. The tests used are linguistic knowledge and host tests. The results of the student's linguistic knowledge test when they were about to take part in the host training only reached 65.30. Based on the benchmark reference assessment with a scale of ten calculations at 56%-65% mastery intervals, it is categorized as moderate. The host practice test for STKIP NU Indramayu students before the host training was carried out only reached 62.90 in the moderate category. The host practice test of STKIP NU Indramayu students after attending the training reached 77.80. Based on the benchmark reference assessment with an interval of 76%-85% mastery level percentage is categorized as good. Thus, it can be concluded that the evaluation of student host training programs needs to be continuously developed by universities in Indonesia. Keywords: goal-free evaluation, implementation of host training for students Abstrak: Pada prinsipnya, model evaluasi bebas tujuan (goal free evaluation model) memiliki kelebihan dapat mempertimbangkan  kemungkinan pengaruh, bukan hanya yang direncanakan, tetapi hal yang diperhatikan sebagai sampingan lain yang muncul dari produk, sehingga kebaruan dapat ditemukan dalam model ini. Tujuan penelitian ini yaitu untuk mengevaluasi penerapan model pelatihan kepewaraan mahasiswa di STKIP NU Indramayu. Metode yang digunakan dalam  penelitian ini adalah  eksperimen dengan menggunakan teknik tes. Tes yang digunakan adalah pengetahuan kebahasaan dan tes kepewaraan. Hasil tes pengetahuan kebahasaan mahasiswa  saat akan mengikuti pelatihan kepewaraan hanya mencapai 65,30. Berdasarkan penilaian acuan patokan dengan penghitungan  skala sepuluh pada interval penguasaan 56%-65% terkategori sedang. Tes praktik kepewaraan mahasiswa STKIP NU Indramayu sebelum dilakukan pelatihan kepewaraan hanya mencapai 62,90 terkategori sedang. Tes praktik kepewaraan mahasiswa STKIP NU Indramayu setelah mengikuti pelatihan mencapai 77,80. Berdasarkan penilaian acuan patokan dengan interval persentase tingkat penguasaan 76%-85% terkategori baik. Dengan demikian, dapat disimpulkan bahwa evaluasi program pelatihan kepewaraan mahasiswa perlu terus dikembangkan oleh perguruan tinggi di Indonesia. Kata Kunci: evaluasi bebas tujuan, implementasi pelatihan kepewaraan pada mahasiswa
Evaluasi Pembelajaran Daring Mata Kuliah Bahasa Indonesia Menggunakan Model Context, Input, Process, Product (CIPP) (Evaluation of Indonesian Language Course Online Learning Using the Context, Input, Process, Product (CIPP) Model) Suhud Aryana; Muhamad Burhanudin; Diena San Fauziya; Wagiran Wagiran
Indonesian Language Education and Literature Vol 7, No 2 (2022)
Publisher : Jurusan Tadris Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ileal.v7i2.10284

Abstract

This study aims to describe the effectiveness of online learning in Indonesian Language Courses (MKBI). The evaluation uses the Context, Input, Process, Product (CIPP) model. This qualitative research design uses descriptive evaluative. Data collection instruments used closed questionnaires, structured interviews, and documentation. Data processing techniques refer to the Guttman scale. The results showed the average value of the context evaluation aspects (0.92), input evaluation (0.85), process evaluation (0.86), and product evaluation (0.90). So, it can be concluded that MKBI's online learning at IKIP Siliwangi is very appropriate and effective.Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran daring pada Mata Kuliah Bahasa Indonesia (MKBI). Evaluasi dilakukan dengan menggunakan model Context, Input, Process, Product (CIPP). Desain penelitian kualitatif ini menggunakan deskriptif evaluatif. Instrumen pengumpulan data menggunakan angket tertutup, wawancara terstruktur, dan dokumentasi. Teknik pengolahan data merujuk pada skala Guttman. Hasil penelitian menunjukkan bahwa nilai rerata aspek evaluasi konteks (0,92), evaluasi input (0,85), evaluasi proses (0,86), dan evaluasi produk (0,90). Jadi, dapat disimpulkan bahwa pembelajaran daring MKBI di IKIP Siliwangi sudah sangat sesuai dan efektif.
Analysis and Reconstruction of Diagnostic Assessment of Negotiating Text Materials in Indonesian Language Teaching Modules Class X SMA/SMK Agniya Agniya; Siraj Lintang Wicaksono; Hasnah Setiani; Febi Putri Utami; Afsana Noor Maulida Zahro; Deby Luriawati Naryatmojo; Wagiran Wagiran
International Journal of Research in Education Vol 3, No 2 (2023): Issued in July 2023
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v3i2.15183

Abstract

Diagnostic assessment aims to identify students' competencies, weaknesses, and strengths. The results are used by educators as a reference in planning learning according to the learning needs of students. The adequacy of the diagnostic assessment was assessed through analytical activities. This study aims to determine the effectiveness of the diagnostic assessment prepared by educators in three teaching modules, namely the negotiating text teaching module for SMA Negeri 4 Palembang, SMA Negeri 2 Ungaran, and SMA Negeri 1 Bae Kudus. The research method used in this research is the descriptive method. This study uses the data analysis technique of the Miles and Huberman model, which includes data reduction, data presentation, and conclusion. The analysis results include component analysis of the suitability of learning objectives, learning content, and cognitive level. Furthermore, it shows that two of the three teaching modules are compatible with the objectives and learning content. The questions for the diagnostic text in the three teaching modules still apply the Low Order Thinking Skills (LOTS) level. Diagnostic assessment discrepancies in the teaching modules are then reconstructed so that the assessment has good criteria.
Co-Authors Afsana Noor Maulida Zahro Agniya Agniya Deby Luriawati Naryatmojo Diena San Fauziya Febi Putri Utami Hasnah Setiani Irfan Efendi Muhamad Burhanudin Siraj Lintang Wicaksono Subyantoro Suhud Aryana