scholarly journals Modification of CSE-UCLA and Discrepancy as a New Evaluation Model in Education

2021 ◽  
Vol 5 (6) ◽  
pp. 929-942
Author(s):  
P. Wayan Arta Suyasa ◽  
Dewa Gede Hendra Divayana
Keyword(s):  
Evaluation Model ◽  
Model Development ◽  
Implementation Process ◽  
Educational Evaluation ◽  
Model Design ◽  
Design Development ◽  
Socialization Process ◽  
Research Results ◽  
Initial Trial ◽  
Evaluation Models

The absence of an evaluation model that can be used to evaluate the effectiveness of educational activities at vocational universities in the view of six domains causes the need to find innovations in an evaluation model. The six domains, included: context, input, socialization process, implementation process, results, and imbalances that occur in the learning implementation. An evaluation model innovation was initiated through this research in the form of a modification of two educational evaluation models. Those models are CSE-UCLA and Discrepancy. Based on those conditions, the main objective of this research was to demonstrate the existence of a new evaluation model design in education which was a modification of the CSE-UCLA evaluation model and the Discrepancy evaluation model. Specifically, this evaluation model design can be used to determine the effectiveness of the one education activity namely the synchronous learning implementation at vocational universities. The research method used to achieve the objectives of this research was the development method by the Borg and Gall model development design. Five stages of development become the focus of this research, included: research and field data collection, research planning, design development, initial trials, and main product revision. The location of this research was conducted in several vocational universities in the North Bali area (Indonesia). Subjects involved in the initial trials toward this evaluation model design were 20 people. The tools used to conduct the initial trials were questionnaires. The technique used to analyze the data of initial trial results was descriptive quantitative by comparing the percentage of the initial trial results with the standard percentage of the effectiveness level of modified model design. This research results indicate that the evaluation model design was categorized as effective by an effectiveness level was 81.93%. The implication of this research results was the existence of a new design of the educational evaluation model. This design combines two evaluation models to produce good functionality integration in determining the effectiveness level of the synchronouslearning implementation in all universities generally and in vocational universities in Bali particularly. Doi: 10.28991/esj-2021-01321 Full Text: PDF

scholarly journals Design of Tat Twam Asi-Discrepancy Evaluation Model Based on TOPSIS in Determining the Improvement Priority Aspect

2021 ◽  
Vol 5 (3) ◽  
pp. 392-404
Author(s):  
Dewa Gede Hendra Divayana ◽  
Agus Adiarta ◽  
P. Wayan Arta Suyasa
Keyword(s):  
Blended Learning ◽  
Evaluation Model ◽  
Development Stage ◽  
Model Design ◽  
Scale Analysis ◽  
Test Results ◽  
Highly Qualified ◽  
Design Development ◽  
Simulation Test ◽  
Model Based

This research aimed to provide information about the existence of the new evaluation model in the field of education. The intended evaluation model is called the Tat Twam Asi-Discrepancy evaluation model based on TOPSIS. This model serves to determine the dominant aspects become improvement priority, so later it can trigger the effectiveness of blended learning implementation. The method was used in this research was a development method using the Borg and Gall model, which only focused on the design development stage. Subjects were involved in the initial trials of the evaluation model design were four experts and 30 respondents to conducted simulation trials of TOPSIS calculation. The tools were used to conducted preliminary trials toward the evaluation model design and simulation trials of calculations were questionnaires. Analysis of the initial trial results toward the model design was done by comparing the quality percentage of the test results with the percentage of quality standards that refer to the eleven’s scale. Analysis of the simulation test results of the TOPSIScalculation was done by comparing the effectiveness percentage of the test results with the percentage of effectiveness standards that refer to the five’s scale. The results of this research indicate this evaluation model is highly qualified and effective is used to determine the most dominant evaluation aspect to become an improvement priority to realize the effectiveness of blended learning implementation. Doi: 10.28991/esj-2021-01285 Full Text: PDF

scholarly journals The Design of an Instructional Model Based on Connectivism and Constructivism to Create Innovation in Real World Experience

2018 ◽  
Vol 11 (3) ◽  
pp. 12 ◽  
Author(s):  
Kanokrat Jirasatjanukul ◽  
Namon Jeerungsuwan
Keyword(s):  
Real World ◽  
Model Evaluation ◽  
Sampling Technique ◽  
Instructional Model ◽  
Model Design ◽  
Research Results ◽  
Purposive Sampling ◽  
Evaluation Form ◽  
Model Based ◽  
High Level

The objectives of the research were to (1) design an instructional model based on Connectivism and Constructivism to create innovation in real world experience, (2) assess the model designed–the designed instructional model. The research involved 2 stages: (1) the instructional model design and (2) the instructional model rating. The sample consisted of 7 experts, and the Purposive Sampling Technique was used. The research instruments were the instructional model and the instructional model evaluation form. The statistics used in the research were means and standard division. The research results were (1) the Instructional Model based on Connectivism and Constructivism to Create innovation in Real World Experience consisted of 3 components. These were Connectivism, Constructivism and Innovation in Real World Experience and (2) the instructional model rating was at a high level (=4.37, S.D.=0.41). The research results revealed that the Instructional Model Based on Connectivism and Constructivism to Create Innovation in Real World Experience was a model that can be used in learning, in that it promoted the creation of real world experience innovation.

An Evaluation Model of Intrusion-Tolerant Topology Availability for Wireless Sensor Networks

2010 ◽  
Vol 159 ◽  
pp. 29-34
Author(s):  
Shu Ming Xiong ◽  
Xiao Qian Qu ◽  
Yong Zhao Zhan ◽  
Xin Sheng Wang ◽  
Liang Min Wang
Keyword(s):  
Wireless Sensor Networks ◽  
Sensor Networks ◽  
Evaluation Model ◽  
Wireless Sensor ◽  
Model Design ◽  
Semi Markov Process ◽  
Set Up ◽  
And Storage ◽  
Intrusion Tolerant ◽  
Storage Ability

Due to the node failures incurred by intrusion threat, a wireless sensor networks will initiate topology re-generation, which is based on correct availability evaluation of current intrusion-tolerant topology. The paper proposes an availability evaluation model based on semi-Markov process (SMP) to estimate topology availability of the intrusion-tolerant topology concerning the effects from intrusion behaviors. In view of some limitations of node computation ability and storage ability, this model reduces the complexities resulting from modeling the different intrusion threats and is set up on the uniform intruding results to simplify the model design. Using the DTMC model embedded in SMP topology availability is computed and finally we analyze the sensitivity to parameters in the model.

scholarly journals A COMPARATIVE ANALYSIS OF THE EFFICACY OF THREE PROGRAM-EVALUATION MODELS –A REVIEW ON THEIR IMPLICATION IN EDUCATIONAL PROGRAMS

2021 ◽  
Vol 9 (3) ◽  
pp. 326-336
Author(s):  
Zafar Iqbal ◽  
Muhammad Anees ◽  
Rahim Khan ◽  
Abdul Wadood ◽  
Shakila Malik
Keyword(s):  
Program Evaluation ◽  
Evaluation Model ◽  
Cost Effective ◽  
Educational Programs ◽  
Comparative Efficacy ◽  
Scholarly Journals ◽  
Cipp Model ◽  
Evaluation Models ◽  
High Standards ◽  
Kirkpatrick’S Model

Purpose of the study: This article reviews the comparative efficacy, theoretical and practical background of three program evaluation models (Stufflebeam’s CIPP model, Kirkpatrick’s model, and outcome-based evaluation models) and their implications in educational programs. The article discusses the strengths and limitations of the three evaluation models. Methodology: Peer-reviewed and scholarly journals were searched for articles related to program evaluation models and their importance. Keywords included program evaluation’, ‘assessment’, ‘CIPP model’, ‘evaluation of educational programs, ‘outcome-based model, and ‘planning’. Articles on Stufflebeam’s CIPP model, Kirkpatrick’s model, and outcome-based evaluation models were particularlyfocused because the review aimed at analysing these three models. The strengths and inadequacies of the three models were weighed and presented. Main Findings: The three models –outcome-based evaluation model, the Kirkpatric model, and the CIPP evaluation model –discussed in this review, have some strengths and weaknesses. Among the compared models, the CIPP model seems more appropriate for its implantation in evaluating educational programs because it is broader, comprehensive, flexible, cost-effective, and feasible. Applications of this study: Like other programs and projects, evaluation of educational programs is necessary to achieve high standards, better outcomes, and meet the objectives. Evaluation is employed before designing a particular educational program or during the already designed program. This review concludes that among different evaluation models, the CIPP evaluation model is more appropriate in evaluating educational programs because it is more comprehensive, efficient, and feasible.Employment of the CIPP model for evaluating educational programs can achieve plausible results about the overall progress of the educational programs. Novelty/Originality of this study: This review highlights the importance of different program evaluation models. It concludes that the CIPP evaluation model offers an excellent mechanism to evaluate educational programs at different stages.

scholarly journals Evaluasi program talent scouting guru SMK tahun 2013 Direktorat P2TK Dikmen Kemdikbud

2014 ◽  
Vol 4 (3) ◽  
Author(s):  
Roudlotus Sholikhah ◽  
Soenarto Soenarto
Keyword(s):  
Process Monitoring ◽  
Evaluation Model ◽  
Implementation Process ◽  
Product Evaluation ◽  
Input Process ◽  
Vocational Program ◽  
Reporting Process ◽  
Process Product

Penelitian ini bertujuan untuk mengetahui: (1) relevansi pelaksanaan Program Talent Scouting Guru SMK tahun 2013 ditinjau dari aspek konteks; (2) kesesuaian pelaksanaan Program Talent Scouting Guru SMK tahun 2013 ditinjau dari aspek input; (3) efektifitas pelaksanaan Program Talent Scouting Guru SMK tahun 2013 ditinjau dari aspek proses; dan (4) pencapaian hasil pelaksanaan Program Talent Scouting Guru SMK tahun 2013 ditinjau dari aspek produk. Jenis penilitian ini adalah evaluasi program dengan model evaluasi CIPP (Context, Input, Process, Product). Hasil penelitian: (1) pencapaian relevansi program termasuk dalam kategori “sangat relevan” dengan persentase pencapaian 85%; (2) kesesuaian input SMK sasaran program, peserta program dan penyelenggara program termasuk dalam kategori “sesuai” dengan persentase pencapaian 76,38%; (3) keefektifan proses sosialisasi, seleksi dan pembekalan, proses pelaksanaan program serta proses monitoring dan pelaporan termasuk dalam kategori “efektif” dengan persentase pencapaian 74,52%; (4) pencapaian produk teaching dan non teaching termasuk dalam kategori “sangat tercapai” dengan persentase pencapaian 84,35%. AN EVALUATION OF THE TALENT SCOUTING PROGRAM FOR SMK TEACHERS IN 2013 DIREKTORAT P2TK DIKMEN KEMDIKBUDAbstractThis study aims to know: (1) the relevance of the Talent Scouting program for SMK teachers in 2013 in terms of the aspect of context, (2) the appropriateness of the Talent Scouting program for SMK teacher in 2013 in terms of the aspect of input, (3) the effectiveness of the Talent Scouting program for SMK teacher in 2013 in terms of the aspect of process, and (4) the attainment of the Talent Scouting program for SMK teacher in 2013 in terms of the aspect of product. This research is an evaluation of the program using CIPP (Context, Input, Process, Product) evaluation model. The results of this study: (1) the relevance of the program achievement is included in the category of “very relevant” with the achievement percentage of 85%, (2) the input appropriateness of vocational program targets, program participants and program providers are included in the category of “appropriate” with the percentage achieved is 76.38%, (3) the effectiveness of the process of socialization, selection and provisioning, implementation process, monitoring and reporting process are included in the category of “effective” with the achievement percentage of 74.52%, (4) teaching and non-teaching product attainment are included in the category of ”very attainable” with the achievement percentage of 84.35%.

Evaluasi Kesiapsiagaan Batan Menghadapi Kegagalan Teknologi Nuklir Melalui Penerapan Occupational Health and Safety Assessment Series (OHSAS) 18001

2020 ◽  
Vol 6 (1) ◽  
pp. 10
Author(s):  
Yusabiran Yusabiran ◽  
Freddy Johanis Rumambi ◽  
IDK Kerta Wirdana
Keyword(s):  
Emergency Response ◽  
Evaluation Model ◽  
Health And Safety ◽  
Implementation Process ◽  
Evaluation Study ◽  
Radiation Distribution ◽  
Data Completion ◽  
Work Units ◽  
Monitoring And Measurement ◽  
Process Product

Indonesia has nuclear technology which has 3 research reactors developed. The three reactors are Triga Mark II power of 250 kW, Kartini power reactor 100 kW and the largest reactor is Multipurpose Reactor G.A Siwabessy with 30 MW power. Based on the IAEA capacity of 30 MW is included in the second hazard category that has the potential of radiation distribution up to a radius of 5 KM. One of the efforts implemented is with the implementation of OHSAS 18001 on each work unit. In progress, evaluation should be carried out. The evaluation model used is Context evaluation model, Input, Process, Product (CIPP) according to Stufflebeam. This research is a descriptive qualitative research that is important to evaluate the application of OHSAS 18001 in support of BATAN preparedness. Data completion techniques use interviews, observation, and documentation. The results of the context evaluation study indicate that OSH policy of PTKRN, PTLR, PRFN and PTRR work units get good value (100%). Evaluation of scores (inputs) from identification aspects of potential hazards, identification of rules, role resources and OSH programs are both good (91%). Evaluate the implementation (process) of aspects of training, monitoring and measurement, audit, and simulation of emergency response well (94%). Result evaluation (Product) for K3 culture aspect and zero accident result is good (81%). Thus the implementation of OHSAS 18001 in BATAN can support BATAN nuclear preparedness

A Systematic Map of Evaluation Criteria Applicable for Evaluating E-Portfolio Systems

2016 ◽  
pp. 60-106
Author(s):  
Gary F. McKenna ◽  
Gavin J. Baxter
Keyword(s):  
Evaluation Criteria ◽  
Evaluation Methods ◽  
Extensive Literature ◽  
Design Development ◽  
Systematic Map ◽  
Portfolio Evaluation ◽  
Literature Searches ◽  
Starting Point ◽  
Evaluation Models ◽  
E Learning

This chapter examines the literature on evaluation methods within e-learning with respect to their applicability to evaluate e-portfolio systems within higher education as evaluation criteria for reviewing e-portfolio provisions do not currently exist in the literature. The appr­oach taken is to initiate two extensive literature searches and reviews. The first search was undertaken in 2009 involved reviewing over 600 articles by abstract dating from 1995 to 2010 to develop evaluation criteria suitable for Blackboard LMS e-portfolio systems evaluation. The second search undertaken in 2013 involved extending the search criteria to include further terminology and databases and returned over 4107 articles, which were read by title and abstract dating from 2009 to 2013, in order to systematically map evaluation methods used within e-learning to assess their quality and applicability for evaluating e-portfolio systems. The implications of the research undertaken provide a starting-point for further research into the development of robust e-portfolio evaluation models and frameworks. The lack of evidence uncovered in the 2009 and 2013 searches of the literature justify the need for further research into the design, development, and testing of evaluation methods for the evaluation of e-portfolio systems.

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