scholarly journals Developing Formative Evaluation Model to Improve Students' Learning Outcome at Vocational High Schools

2018 ◽  
Vol 5 (5) ◽  
pp. 87
Author(s):  
Atin Prihatin ◽  
Sudiyanto ◽  
Hermanu Joebagio
Keyword(s):  
High Schools ◽  
Student Learning ◽  
Learning Process ◽  
Evaluation System ◽  
Qualitative Data ◽  
Formative Evaluation ◽  
Evaluation Model ◽  
Field Research ◽  
Vocational High Schools ◽  
Teaching Learning

Evaluation is divided into several kinds, one of which is formative evaluation. Formative evaluation is appropriately used because the process involves students directly in the learning process and is able to improve students' conceptual understanding. The qualitative data were taken from a field research consisting of: 1) observations, observing the students' activities during teaching-learning process and their learning activities while doing evaluation; 2) Interviews, the techniques used were open interview, the interview conducted with the informants using interview guides and documentation analysis. From the results of the case study, some problems were found. To overcome the problems, a model of formative evaluation needs to be developed in order to provide fast feedback for the students and the teachers. The purpose of this research is to make formative evaluation model for ICT (Information and Communication Technology) learning in Vocational High Schools. The design of the research was research and development of a formative evaluation model. The instruments used were questionnaires for product feasibility tests including book review validation, pre-learning quiz instruments, post-learning quiz instruments and product-segment models. Based on the results of qualitative data, interviews were conducted to both students and ICT teachers, and documentation recorded. It was found that 90% teachers had not done formative evaluation system well. On one hand, the results of quantitative data analysis show that the results of student learning, especially ICT subjects were still relatively low. From the above data, it can be concluded that it is necessary to do research on the development of formative evaluation model to improve student learning outcomes in Vocational High Schools.

scholarly journals Evaluasi pelaksanaan teaching factory SMK di Surakarta

2013 ◽  
Vol 2 (3) ◽  
Author(s):  
Nuryake Fajaryati
Keyword(s):  
High Schools ◽  
Formative Evaluation ◽  
Evaluation Model ◽  
Implementation Process ◽  
Descriptive Study ◽  
Learning Activity ◽  
Activity Component ◽  
Vocational High Schools

Evaluasi pelaksanaan teaching factory SMK di Surakarta bertujuan untuk mengetahui bagaimana proses pelaksanaan teaching factory SMK di Surakarta. Penelitian ini merupakan penelitian deskriptif dengan pendekatan evaluasi model formatif-sumatif oleh Scriven yang menekankan pada evaluasi formatif. Populasi penelitian adalah semua SMK di Surakarta yang menjalankan teaching factory berjumlah 9 sekolah dan respondennya adalah 81 guru pengampu kompetensi keahlian yang menjalankan teaching factory di sekolah tersebut. Hasil penelitian menunjukkan bahwa pelaksanaan teaching factory SMK di Surakarta ditinjau dari kegiatan pembelajaran dinyatakan sangat baik (17,28%) oleh 14 guru, baik (39,51%) oleh 32 guru, tidak baik (25,93%) oleh 21 guru, dan sangat tidak baik (17,28%) oleh 14 guru. Sedangkan hasil pelaksanaan teaching factory SMK di Surakarta ditinjau dari proses produksi dinyatakan sangat baik (14,81%) oleh 12 guru, baik (27,16%) oleh 22 guru, tidak baik (44,44%) oleh 36 guru, dan sangat tidak baik (13,58%) oleh 11 guru. AN EVALUATION OF SMK TEACHING FACTORY IN SURAKARTAAn evaluation of the teaching factory implementation in vocational high schools (VHSs) in Surakarta aims to find out he teaching factory implementation process in VHSs in Surakarta. This was a descriptive study with the formative-sumative evaluation model by Scriven emphasizing on the formative evaluation. The population comprised all 9 VHSs in Surakarta carrying out the teaching factory. The respondents were 81 teachers involved in the teaching factory. The results of the evaluation show that the teaching factory in VHSs in Surakarta for the learning activity component is very good (17.28%, 14 respondents), good (39.51%, 32 respondents), poor (25.93%, 21 respondents), and very poor (17.28%, 14 respondents), and for the production proccess component it is very good (14.81%, 12 respondents), good (27.16%, 22 respondents), poor (44.44%, 36 respondents), and very poor (13.58%, 11 respondents).

scholarly journals MAKSI for ICT-based accounting learning at vocational high schools

2019 ◽  
Vol 9 (2) ◽  
pp. 185-196
Author(s):  
Vivi Pratiwi ◽  
Moh. Danang Bahtiar ◽  
Han Tantri Hardini
Keyword(s):  
High Schools ◽  
Learning Process ◽  
Evaluation Model ◽  
Average Score ◽  
Design Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Learning ◽  
The Media ◽  
Vocational High Schools

This study aims to produce ICT-based learning media for Vocational High Schools (VHS) in the form of ICT-based accounting multimedia application, named “Multimedia Akuntansi” (MAKSI) on bank reconciliation material. The development of learning media is done because of the limited number of innovative learning media available for VHS students, especially in the accounting field. The condition is influential on the students' low level of understanding. This research was research and development using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The use of the ADDIE model is because the model is flexible, so it can be used for learning instrument development. At each phase of development, evaluation and revision were conducted so that the resulting product became a valid and reliable product. This development resulted in MAKSI proven to be suitable for use in accounting learning. The feasibility of MAKSI was evaluated from the average score of product feasibility validation from the material expert by 87%, from the media expert of 96%, and the result of the students' evaluation by 88.7%. MAKSI can help the learning process more enjoyable so that the media is interesting and proven to improve students' understanding significantly. MAKSI can be a complement, alternative, and variation of learning media in VHS. This product can be operated via laptops/computers as well as smartphones through free downloads in Play Store. The utilization of MAKSI is in accordance with the curriculum demand on the utilization of ICT in the learning process to support independent and student-centered learning.

scholarly journals EVALUASI PELAKSANAAN KURIKULUM 2013 PADA MATA PELAJARAN SENI TARI SMA NEGERI DI SLEMAN YOGYAKARTA

Imaji ◽  
2018 ◽  
Vol 15 (2) ◽  
Author(s):  
Lusi Susilowati ◽  
Sutiyono Sutiyono
Keyword(s):  
High Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Formative Evaluation ◽  
Evaluation Model ◽  
Lesson Plan ◽  
Evaluation Research ◽  
Sampling Technique ◽  
Expert Judgment ◽  
Interview Guide

Penelitian ini bertujuan untuk mendeskripsikan evaluasi pelaksanaan Kurikulum 2013 pada mata pelajaran seni tari di sekolah menengah atas Negeri di Sleman Yogyakarta. Penelitian ini merupakan penelitian evaluasi dengan pendekatan deskriptif kualitatif. Model evaluasi yang digunakan adalah evaluasi formatif yang dikembangkan oleh Scriven. Subjek dalam penelitian ini adalah dua guru dan 59 murid dari dua SMA Negeri di Sleman, Yogyakarta yang ditentukan dengan teknik sampling purposive. Instrumen yang digunakan adalah angket, panduan observasi, panduan wawancara, dan dokumentasi. Angket digunakan untuk mengetahui dan mengukur perencanaan pembelajaran dan cara mengajar guru. Observasi dilakukan untuk pengecekan kesesuaian antara RPP dan silabus dengan kegiatan pembelajaran. Wawancara dan dokumentasi digunakan untuk memperdalam informasi. Validasi instrumen yang digunakan adalah validasi expert judgment, dan teknik triangulasi data digunakan untuk menganalisis data yang meliputi tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa 1) pemahaman guru terhadap Kurikulum 2013 dalam kategori sangat cukup, ini dibktikan dari jawaban interviuw yang memuaskan; 2) perencanaan pelaksanaan pembelajaran di dalam kelas sudah sangat sesuai dan hal ini dapat terlihat dari rata-rata penilaian angket yang diberikan, yaitu 80,3; 3) dan pelaksanaan pembelajaran sangat sesuai dan hal ini dapat dilihat dari rata-rata penilaian angket siswa terhadap berlangsungnya proses pembelajaran yaitu 80,59.Kata kunci: evalusi pelaksanaan pembelajaran kurikulum 2013, seni tari THE EVALUATION OF CURRICULUM 2013 IMPLEMENTATION ON ART DANCE SUBJECT IN STATE SENIOR HIGH SCHOOLSIN SLEMAN YOGYAKARTAAbstract The objective of this research is to describe the evaluation of the implementation of Curriculum 2013 on the art dance subject in state senior high schools in Sleman, Yogyakarta. This research was evaluation research with qualitative descriptive approach. The evaluation model was a formative evaluation which was developed by Scriven. The subjects of this research were two teachers and 59 students of two states senior high schools in Sleman, Yogyakarta which were selected by using the random sampling technique. The instruments were a questionnaire, observation guide, interview guide, and documentation. The questionnaire was used to know and to measure the lesson plan and the procedure of the teaching and learning process. The observation guide was used to check the compatibility among lesson plans and syllabus with the teaching and learning process. The interview guide and documentation were used to deepen the information. The instrument validities used were expert judgment and triangulation. The triangulation was used to analyze the data, consisting of data reduction, presentation, and conclusion. The result of this research shows that 1) the teachers’ comprehension of Curriculum 2013 is defficient enough 2) the planning of the teaching and learning process is very suitable, which could be seen from the average result of the questionnaire which is 80,3; 3) the implementation of the teaching and learning process is very suitable. Which could be seen from the average of students’ questionnaire result of the teaching and learning process, which is 80,59.Keywords: development, method, sight reading, rhythmic

Visual Programming-Based Visual Learning Media to Learn Programming Technique With Fuzzy Rating

2020 ◽  
pp. 268-295
Author(s):  
I. G. P. Asto Buditjahjanto ◽  
M. Riduwan
Keyword(s):  
High Schools ◽  
Learning Process ◽  
Visual Learning ◽  
Visual Programming ◽  
Programming Technique ◽  
Programming Techniques ◽  
Vocational High Schools ◽  
Media Learning ◽  
Teaching Learning ◽  
Difficult Subject

Programming techniques is a difficult subject for the majority of students at vocational high schools in Indonesia. One of the problems is that the teaching-learning process still uses textual learning media with no interaction with students. Visual learning media offers some advantages to attract the attention of users, interact with users, involve users, and multimodal for users. Because of this, it is necessary to develop visual learning media to utilize visual programming to make it easier for students to understand programming techniques. The aims of this chapter are to determine the learning media feasibility utilizing visual programming to find the students' responses to utilizing visual learning media and to applying fuzzy rating for the feasibility and students' responses toward media learning based on visual programming. The research results showed that fuzzy preference can be applied to assess the learning media feasibility and students' responses to the use of visual learning media utilizing visual programming.

IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
DesiYusnanda Sari And Sri MindaMurni
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Scores ◽  
Team Games ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Data Reading

This study attempted to improve the students’ reading comprehension achievement in descriptive text through Team Games Tournament (TGT) method. This study was conducted by using classroom action research. The subject of the research was class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research was conducted in two cycles and the first cycle consisted of four meetings the second cycle consisted of two meetings. The instruments for collecting the data were quantitative data (reading evaluation) and qualitative data (diary note, observation sheet and interview sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65,33, in the test II the mean was 71,72 and the test III the mean was 84,54.Based on diary note, observation sheet and interview sheet, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that Team Games Tournament (TGT) method significantly improved students’ achievement in reading comprehension especially in reading descriptive text.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT BY WATCHING MOVIE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Yohanna Situmeang And Busmin Gurning
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Teachers ◽  
Narrative Text ◽  
Narrative Writing ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Orientation Test

This study was attempted to improve students’ achievement in writing narrativetext by watching movies. This study was conducted by using classroom action researchin two cycles. Cycle I consisted of four meetings while Cycle II consisted of twomeetings. The subject of the research was class VIII-A SMP SWASTA IMMANUELMEDAN. The number of the students was 34. To collect the data, the instruments werequantitative and qualitative data. The quantitative data was the scores of the studentsand the qualitative data was interview sheets, observation sheets, and diary notes. Basedon the writing score, students’ score were improving in every test. It can be seen inOrientation test, Test I in Cycle I, and Test II in Cycle II. In Orientation test, the meanscore was 37.94 then it was improved to 65.85 in Test I. In the end of cycle II, the meanscore for test II was again improved to 83.41. Based on interview sheets, observationsheets and diary notes, it was found that teaching-learning process ran well. In line withthe data, it showed that the application of watching movies significantly improvedstudent’s achievement in writing narrative text. English teachers were suggested to givemovies to be watched as guidance on students’ narrative writing in the class.

IMPROVING STUDENTS’ WRITING ACHIEVEMENT THROUGH THE PROCESS GENRE APPROACH

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Sri Wuri Handayani And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Score Test ◽  
Writing Achievement ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Orientation Test ◽  
Interview Questionnaire

This study attempts to Improving Students’ Achievement Through the Process GenreApproach. The objective of the study is to discover whether the use of the ProcessGenre approach could significantly improve students’ writing achievement. This studyconduct by applying Classroom Action Research which was carried out in two cycles inten meetings. The subject of this study of SMA Panca Budi Medan which consisted of39 students of class X – 2 reguler.. Orientation test was done in the first meeting, test IIwas done in the fourth meeting, and test III was done in the last meeting. The mean ofstudents’ score test III (76,242) was higher than the test II (66,878) and test I (57,606).Besides, the qualitative data was taken from observation sheet, interview, questionnaire,and diary notes. It was found that teaching learning process ran well. By applying theProcess Genre Approach in the classroom, the students understood the content ofdescriptive text easily. They also were active and enthusiastic during the teachinglearning process. The result of the research showed that the application of the ProcessGenre approach significantly improved students’ achievement in writing descriptive text

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Dita Masyitah Sianipar And Sumarsih
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Test Score ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
The Way

This study deals with the way to improve students’ achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students’ score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students’ achievement in speaking.

IMPROVING GRADE V STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH FLASH CARDS

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Sabatini Sitorus And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Vocabulary Test ◽  
Flash Cards ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Vocabulary Achievement

This study attempts to increase students’ vocabulary achievement by using flash cards. The objective of the study is to investigate whether the using of flash card can improve students’ vocabulary achievement. This study conduct by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study of SD Negeri 174559 Siraituruk, Porsea which consisted of 34 students. For collecting data, the instruments used were quantitative (vocabulary test) and qualitative data (interview sheet, observation sheet, and diary notes. Based on the data, it was found that the mean of the second cycle (80, 44) is higher than the mean of first cycle (64, 85) and pre-test (44, 41).  Based on interview sheet, observation sheet and diary notes, it was found thee students were more active and more enthusiastic during the teaching learning process in the second cycle than the first one. It was concluded that teaching vocabulary by using  flash cards can improve the students’ vocabulary achievement.

scholarly journals APRENDIZAJE PARA LA GENERACIÓN DE CONOCIMIENTO

2020 ◽  
Vol 13 (3) ◽  
pp. 279
Author(s):  
Laura Elizabeth Cervantes Benavides
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Metacognitive Abilities ◽  
The Moment ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
The Way

Facing the problems for understanding student learning and the way that makes the relationship and integration of learned knowledge easier, this work is presented, which objective is to identify in the teaching-learning process, at the moment in which the individual relates and integrates the knowledge it acquires. In this document, the assumption was made is, In greater depth of reflection, the student strengthens his cognitive and metacognitive abilities.

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