Jurnal Evaluasi Pendidikan

IMPLEMENTASI PROGRAM PENGUATAN PROFESIONAL KEPENDIDIKAN (P3K) DALAM MENGEMBANGKAN KETERAMPILAN DASAR MENGEVALUASI MAHASISWA CALON GURU SEKOLAH DASAR

2023-11-05T16:02:15+07:00

Program Penguatan Profesional Kependidikan (P3K) diluncurkan pada Semester Genap 2022/2023 dan baru berjalan selama satu tahun oleh Universitas Pendidikan Indonesia. Tujuan penelitian ini untuk Mengetahui Keterampilan Mengevaluasi Mahasiswa, Penelitian ini Menggunakan Pendekatan Metode Campuran Penelitian ini merupakan upaya untuk mengembangkan penelitian dengan menggabungkan dua paradigma penelitian sebelumnya, yaitu kualitatif dan kuantitatif. , yang juga dikenal dengan istilah mixed methods. Responden riset berjumlah 10 orang, terdiri dari 3 orang DPL (Dosen Pembimbing Lapangan), 2 Guru Pamong di SD dan 5 Mahasiswa P3K angkatan 2022. Teknik pengumpulan data yang dilakukan adalah observasi dan wawancara terkait keterampilan dasar evaluasi mahasiswa calon guru SD melalui kegiatan P3K. instrument ini merupakan instrument terstandar yang telah disusun oleh sekertariat jenderal kementrian Pendidikan, kebudayaan, riset dan teknologi. Adapun pertanyaan wawancara terdiri 21 pertanyaan untuk mahasiswa dan 12 pertanyaan untuk guru pamong dan dosen pembimbing lapangan.Hasil Penelitian ini diketahui bahwa dapat dengan adanya program P3k yang telah terlaksana tersebut dinyatakan dapat meningkatkan kualitas proses pembelajaran dan dapat mengetahui berapa lama proses pembelajaran akan berlangsung. kemudian selanjutnya itu evaluasi yaitu dengan terlaksananya program P3K yang dilakukan oleh mahasiswa dapat dikatakan telah mencapai tujuannya karena telah mencapai program P3K dengan menjadi seorang pendidik yang dilatih menjadi seorang guru sungguhan sehingga dapat meningkatkan soft skill dan hard skill mahasiswa dan menjadi sebuah pengalaman yang sangat berarti dan bermanfaat,

SPEAKING ENGLISH PERFORMANCE ASSESSMENT WITH THE FACET RASCH MEASUREMENT MODEL

2023-11-05T16:02:23+07:00

This study aims to assess students' English-speaking abilities based on peer assessment. This study is a quantitative study involving 10 students. Data was collected using tests and student speaking assessment rubrics with score criteria from 1 to 5. Speaking assessment criteria are pronunciation, grammar, vocabulary, fluency and understanding. Data were analyzed using Many Faceted Rasch Measurement (MFRM). The Facets Rasch Measurement model is able to see the interaction between respondents and items at once. The research results show that the item index for criteria/quality (6.39), speaker (0.51), and rater (5.32) as well as the standard deviation value clearly shows a good distribution of item difficulty. Criterion reliability is 0.98 for raters is 0.21, for raters is 0.97.

OPTIMALISASI PROGRAM REMEDIAL BERDASARKAN INSTRUMEN AKREDITASI SATUAN PENDIDIKAN DALAM PEMBELAJARAN DIFERENSIASI KURIKULUM MERDEKA

2023-11-05T16:02:23+07:00

This study aims to qualitatively examine the optimization of remedial programs in differentiation learning in the Independent Curriculum based on the 2020 Education Unit Accreditation Instrument. This research is a literature study that discusses implementing differentiated remedial programs. This research originates from articles related to remedial programs in differentiation learning and IASP 2020 instrument remedial program items from books, research articles, and other supporting sources. The remedial program is carried out to improve the teacher's ongoing learning. The results of the studies that have been carried out show that the independent curriculum differentiation learning remedial program is appropriate to be implemented to optimize learning because the timing of this remedial program is more flexible; it does not have to be carried out at the end. Based on point 14 in the 2020 Education Unit Accreditation Instrument regarding the learning process, this remedial program can be measured using the indicators in the 2020 Education Unit Accreditation Instrument. This study aims to qualitatively examine the optimization of remedial programs in differentiation learning in the Independent Curriculum based on the Education Unit Accreditation Instrument 2020.

TEKNIK DAN INSTRUMEN ASESMEN KETERAMPILAN PENDIDIKAN AGAMA ISLAM DI DIKDASMEN DAN PENDIDIKAN TINGGI

2023-11-07T17:01:03+07:00

The purpose of this research is to investigate various techniques and instruments for assessing the realm of skills at the primary, secondary, and higher education levels, as well as their implications in learning Islamic religious education.This research method combines library research with descriptive analysis techniques. The source of the data comes from educational assessment books, permendikbud, and other literature relevant to the topic of discussion. According to the findings of this study, the technique of assessing aspects of skills in learning Islamic religious education at the primary, secondary, and higher education levels is both test and non-test assessment.Psychomotor assessment with tests, including performance test techniques consisting of identification tests, simulation tests, picking tests, and paper and pencil tests Meanwhile, psychomotor assessment with non-tests can be accomplished through the use of products, projects, portfolios, anecdotal records, and self-assesment and peer-assessment. Meanwhile, instruments that can be used in psychomotor assessment include checklists, rating scales, and notes.

EVALUASI PROGRAM PLP STKIP NU INDRAMAYU TAHUN 2023 DENGAN MODEL CIPP

2023-11-05T16:02:23+07:00

This study aims to evaluate the implementation of the Pengenalan Lapangan Persekolahan (PLP) program for STKIP Nahdlatul Ulama Indramayu students which consists of 3 study programs namely elementary school teacher education, Indonesian language and literature education, and physical education, health, and recreation using the CIPP model (Context, Input, Process and Product). This qualitative descriptive evaluative research uses data collection techniques in the form of observation, interviews, documentation, and literature review. The results of the study show that 1) The implementation of the PLP program is going well in accordance with the predetermined academic calendar, 2) The PPL organizing organizations carry out their duties according to their respective duties and functions, 3) there are several aspects that need to be improved in implementing the PLP program, 4) vision and goals to produce prospective teachers who have pedagogic, social, personality, and professional competencies have been reflected in the PLP program 5) the results of the PLP practice assessment generally obtained good results.