scholarly journals The Evaluation of Secondary Education Basic Mathematics Curriculum through Stake’s Responsive Evaluation Model

2021 ◽  
Author(s):  
Nevin AVCI ◽  
Begum ERIKCI ◽  
Ahmet OK
Keyword(s):  
Secondary Education ◽  
Mathematics Curriculum ◽  
Evaluation Model ◽  
Responsive Evaluation

Curriculum Making: What Shall Constitute the Procedure of National Committees?

1924 ◽  
Vol 17 (1) ◽  
pp. 1-21
Author(s):  
Harold Rugg
Keyword(s):  
Secondary Education ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
American Education ◽  
Mathematical Association ◽  
Basic Facts ◽  
Curriculum Making

American education can advance no more rapidly than the rate at which its basic facts and laws are discovered. Within the field of the mathematics curriculum two concurrent publications exhibit clearly the chief methods by which school men are attempting to discover these basic facts and laws. These publications are: (1) Thorndike and others, The Psychology of Algebra1 (2) The Reorganization of Mathematics in Secondary Education2 (Mathematical Association of America), prepared by a committee of mathematics teachers.

scholarly journals An educational-evaluation study for street children in Rumah Impian Foundation

2019 ◽  
Vol 23 (1) ◽  
pp. 36-45
Author(s):  
Aulia Ninda Haryoni ◽  
Istiana Hermawati
Keyword(s):  
Evaluation Model ◽  
Street Children ◽  
Evaluation Research ◽  
Sampling Technique ◽  
Evaluation Study ◽  
Snowball Sampling ◽  
Responsive Evaluation ◽  
Analysis Techniques ◽  
Education Needs ◽  
Children Education

This research aims to evaluate the education of street children at Rumah Impian Foundation in Yogyakarta. This is an evaluation research using a responsive evaluation model with a naturalistic qualitative approach. The evaluation stages carried out in this study consist of Rational, Anteccendent, Transaction, and Outcome. The sampling technique used was purposive sampling with snowball sampling because the data were obtained from the community of the subjective sample, or in other words, the sample used is very rare and is grouped in a set. The data were analyzed using qualitative analysis techniques by Milles and Huberman. The results of the study show that, at the rational stage, the background of the educational concern for street children starts with a sense of caring about the street children’s future that is worth fighting for. In the antecedent stage, there is a conformity input between the volunteer, apprenticeship membership, and the street children’s education needs, in the form of policies and recruiting volunteers to be a companion to street children. At the transaction stage, the process between the foundation and street children education is appropriate, meaning that the foundation has facilitated the education needed by street children both formally and non-formally, in the form of increasing their skills through courses. Thus, there is a match between what was done in the previous stages and its results, showing that there are street children who reach their dreams, as a result of the foundation's efforts to continue knitting their dreams through intensive activities and assistance.

scholarly journals Practices of the Random Variable Proposed in the Chilean Mathematics Curriculum of Secondary Education

Mathematics ◽  
2021 ◽  
Vol 9 (19) ◽  
pp. 2435
Author(s):  
Patricia Belén Carrera ◽  
Luis R. Pino-Fan ◽  
Hugo Alvarado ◽  
Jesús Guadalupe Lugo-Armenta
Keyword(s):  
Secondary Education ◽  
Statistical Data ◽  
Mathematics Curriculum ◽  
National Curriculum ◽  
Random Variable ◽  
School Level ◽  
Statistical Reasoning ◽  
Statistical Data Analysis ◽  
Level Statistics ◽  
Semiotic Approach

Working with statistical data from real contexts has become fundamental in school-level statistics, because it enables the development of statistical reasoning. In this regard, the notion of the random variable is fundamental to statistical data analysis. Thus, the aim of this research was to characterise the meanings of the concept of the random variable that are promoted in the Chilean mathematics curriculum for secondary education. To achieve this, we examined the representativeness of the meanings of the random variable intended by the curriculum in relation to the meanings of reference for this concept, using theoretical and methodological notions from the onto-semiotic approach. The findings show that the meanings of reference were not fully represented in the textbooks and the national curriculum, and that the most promoted meaning was that of the random variable as a variable of interest. Regarding the types of representation, it was observed that the graphical and tabular representations were neglected. Lastly, it was noticed that definitions of the concept of variable, its classifications, and differences were omitted almost entirely from the textbooks.

scholarly journals Effects of Quality of Implementation on the Learning Outcomes of Secondary Education Mathematics Curriculum

2003 ◽  
Vol 18 (1) ◽  
pp. 5-25
Author(s):  
Dirk J. Hoek ◽  
Jan Terwel ◽  
Bernadette H.A.M. van Hout-Wolters ◽  
Pieter J.W.M. Van den Eeden
Keyword(s):  
Secondary Education ◽  
Learning Outcomes ◽  
Mathematics Curriculum

scholarly journals EVALUATING ENTREPRENEURSHIP TRAINING PROGRAM FOR KEAKSARAAN FUNGSIONAL PROGRAM AT KECAMATAN GUNUNGHALU

Empowerment ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 239
Author(s):  
Nurlaeni Nurlaeni
Keyword(s):  
Life Skills ◽  
Evaluation Model ◽  
Skills Training ◽  
Economic Welfare ◽  
Learning Center ◽  
Community Learning ◽  
Entrepreneurship Training ◽  
Responsive Evaluation ◽  
Community Learning Center ◽  
Positive Results

Keaksaraan Fungional (KF) program faces challenges for its participants still face issues post-program, specifically economic welfare related issues. Various programs have been organised to supplement KF. Among them, is entrepreneurship training and life skills training. This research attempts to evaluate such program held at Desa Pandansari, Kecamatan Gununghalu, specifically at the community of Karya Lestari Community Learning Center (CLC) using the responsive evaluation model. Generally, the program showed positive results and have been successful in engaging its participants to be more responsive when facing economic challenges in daily life.

scholarly journals PENGGUNAAN MODEL EVALUASI RESPONSIVE STAKE PADA PROGRAM PEMBELAJARAN PPKn KELAS VII MTS LABUAN BAJO KABUPATEN MANGGARAI BARAT

2019 ◽  
Vol 6 (1) ◽  
pp. 14
Author(s):  
Abidin Abidin ◽  
Hafsah Hafsah
Keyword(s):  
Secondary Education ◽  
Learning Outcomes ◽  
Planning Process ◽  
Evaluation Model ◽  
Research Approach ◽  
Learning Program ◽  
Standard Process ◽  
Planning Stage ◽  
Primary And Secondary Education ◽  
Qualitative Descriptive

Penelitian ini bertujuan untuk membandingkan kesesuaian antara program pembelajaran PPKn yang meliputi tahap perencanaan, proses dan hasil belajar dengan permendikbud No. 22 tahun 2016 mengenai standar proses pendidikan dasar dan menengah menggunakan model evaluasi responsive stake. Pendekatan penelitian yang digunakan yaitu pendekatan deskriptif kualitatif. Pengumpulan data yang digunakan adalah observasi, dokumentasi dan wawancara.  Dari temuan dan hasil penelitian menunjukkan bahwa program pembelajaran PPKn di MTS Labuan Bajo Kabupaten Manggarai Barat, pada tahap perencanaan telah sesuai dengan permendikbud no. 22 tahun 2016 tentang standar proses pendidikan dasar dan menengah, pada tahap pelaksanaan pembelajaran belum sesuai dengan permendikbud No. 22 tahun 2016 tentang standar proses pendidikan dasar dan menengah, dan hasil belajar telah sesuai dengan permendikbud No. 22 tahun 2016 tentang standar proses pendidikan dasar dan menengah. Jadi dapat program pembelajaran PPKn di MTS Labuan Bajo Kabupaten Manggarai Barat secara keseluruhan belum sesuai dengan permendikbud no. 22 tahun 2016 tentang standar proses pendidikan dasar dan menengah.This study aims to compare the suitability between the PPKn learning program which includes the planning, process and learning outcomes with Permendikbud No. 22 of 2016 concerning the standard process of primary and secondary education using a responsive stake evaluation model. The research approach used is a qualitative descriptive approach. Data collection used is observation, documentation and interviews. The findings and results of the study indicate that the PPKn learning program in MTS Labuan Bajo, West Manggarai Regency, at the planning stage was in accordance with the Minister of Education and Culture no. 22 of 2016 concerning the standard process of primary and secondary education, at the stage of implementation of learning not in accordance with Minister of Education and Culture No. 22 of 2016 concerning the standard process of primary and secondary education, and learning outcomes in accordance with Minister of Education and Culture No. 22 of 2016 concerning standards for the process of primary and secondary education. So can the PPKn learning program in MTS Labuan Bajo, West Manggarai Regency as a whole not be in accordance with the Minister of Education and Culture no. 22 of 2016 concerning standards for the process of primary and secondary education.

scholarly journals Exploring Vertical Coherence of Content Topics in Philippine Spiral Kto10 Mathematics Curriculum

2020 ◽  
Vol 19 (11) ◽  
pp. 259-282
Author(s):  
Ryan V Dio
Keyword(s):  
Mathematics Teachers ◽  
Grade Level ◽  
Mathematics Curriculum ◽  
Evaluation Model ◽  
Qualitative Approach ◽  
Mathematical Tasks ◽  
Curriculum Mapping ◽  
Cognitive Level ◽  
Learning Competencies ◽  
Filipino Learners

Vertical coherence of the content topics coupled with careful sequencing of learning competencies considering student’s cognitive level of development has been identified as an excellent characteristic of a well-planned spiral progression approach of the curriculum. This descriptive-evaluative method of study tailored with the Discrepancy Evaluation Model (DEM) as a framework of analysis explored the Philippine Kindergarten to Grade 10 (Kto10) mathematics curriculum guide (CG) to determine the program strengths and areas that need improvement. The qualitative approach to the analysis of CG is supported by the feedbacks and experiences of 16 teacher-informants (3Male, 13Female). The curriculum mapping revealed that content topics were arranged in increasing complexity (though there were observed discontinuity) with the corresponding progression of mathematical tasks across the grade level. However, the spiral design of the curriculum failed to decongest the distribution of the content and learning competencies which became unrealistic to implement for general classrooms according to the level of cognitive development of Filipino learners as revealed by the feedbacks and experiences of mathematics teachers. The K to 10 Mathematics curriculum needs revision covering the most essential learning competencies (vertically arranged) per content area anchored on international benchmarks.

scholarly journals THE APPLICATIONOF ANDRAGOGICAL PRINCIPLES IN EDUCATION AND TRAINING

2017 ◽  
Vol 4 (2) ◽  
pp. 108-118
Author(s):  
Mansur Mansur
Keyword(s):  
Adult Learning ◽  
Evaluation Model ◽  
Group Discussion ◽  
Evaluation Research ◽  
Education And Training ◽  
Responsive Evaluation ◽  
Adult Learning Principles ◽  
Learning Principles ◽  
And Training ◽  
Andragogical Principles

The aim of this research is to obtain an objective and comprehensive pictures about the results of applying the andragogical principles in the implementation of education and training.  This research used evaluation research method with Stake’s Responsive Evaluation Model. The subject of this research is the training participants, training committees, facilitators, teacher trainers, and the training program supervisor. The data were collected through interview techniques, focus group discussion, observation, questionnaire, and document study.The results of this research showed that some of the component has met the criteria in the implementation of the program, but most of the component andother training aspects require further development. The fundamental weaknesses of the training implementations wereinadequate understanding of the conceptual of the facilitator’s to the adult learning principles. This hasimplicationsforthe whole training process and results achieved.  However, the summary comes up to a conclusion that the implementation training at Educational Quality Assurance Institution of Maluku Province still need  improvement, especially  the aspect of application of adult learning principles. Keywords: AndragogicalPrinciples, Stake’s Responsive Evaluation Model.

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