scholarly journals A SCIENTIFIC ARTICLES PERFORMANCE EVALUATION OF TRAINING PROGRAM WITH MODEL OF BALANCE SCORECARD EVALUATION IN GARUDA INDONESIA TRAINING CENTER

2018 ◽  
Vol 1 (3) ◽  
pp. 14
Author(s):  
Frans Mangasa Tambun
Keyword(s):  
Performance Evaluation ◽  
Training Program ◽  
Evaluation Model ◽  
Training Center ◽  
Balance Scorecard ◽  
Evaluation Of Training

PERFORMANCE EVALUATION OF TRAINING  PROGRAM WITH BALANCE SCORECARD EVALUATION MODEL IN GARUDA INDONESIA TRAINING CENTER  

scholarly journals Using the Context, Input, Process and Product (CIPP) Model in the Evaluation of Training Programs

2018 ◽  
Vol 2 ◽  
pp. 19
Author(s):  
Khalif Ashhabul Umam ◽  
Iip Saripah
Keyword(s):  
Training Program ◽  
Training Programs ◽  
Evaluation Model ◽  
Evaluation Research ◽  
Product Evaluation ◽  
State Agency ◽  
Research Subjects ◽  
Input Process ◽  
Lecture Method ◽  
Evaluation Of Training

Evaluation of training program is made to establish the achievement of program objectives and to provide recommendations for program improvements. In this article, use of the CIPP (Context, Input, Process, and Product) evaluation model in training programs is discussed. It is an evaluation research, with a descriptive quantitative approach involving 16 training program participants as research subjects. The data collection techniques were based on questionnaires as the main instrument, with interview guides and observation guidelines as supporting instruments. The data analysis was made by comparing the scores obtained with the ideal score and multiplying by 100%; the results of these calculations were then grouped into a number of criteria that had been established. The results of the study indicate that the context dimension consisting of training objectives, training needs assessment, and state agency program organizers obtained a PE (Percentage of Effectiveness) score of 75.04%, placing it in the "fair" criterion. In the input dimension, consisting of participant description , instructor condition, infrastructure, training curriculum and instructional media, the PE score was 79.44% again in the "fair" criterion. In the process dimension, comprising lecture method, discussion method, demonstration method, question and answer method, practice method, field visiting method and evaluation of learning outcomes, the PE score obtained was 78.75%, which was also in the "fair" criterion. Finally, in the product dimension of knowledge aspect, attitude aspect and skill aspect, the PE score was 82.29%, in the “good" criterion. Based on the results of the dimension evaluation, the total PE score obtained was 78.88%, or overall in the "fair" criterion. It can be concluded that in general the execution of this training program was successful, so it is recommended that similar programs be conducted again, with some improvements.

scholarly journals Evaluasi Program Pelatihan Guru di Pusdiklat Tenaga Teknis Pendidikan dan Keagamaan Kementerian Agama Republik Indonesia

2020 ◽  
Vol 4 (1) ◽  
pp. 67
Author(s):  
Hasyim Asyari ◽  
Tengku Rusman N ◽  
Astina Riyana
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Evaluation Model ◽  
Training Center ◽  
Teacher Training Program ◽  
High Category ◽  
Training Evaluations ◽  
Comprehensive Picture ◽  
The Impact ◽  
Reaction Level

This study aims to evaluate the Teacher Training Program at Training Center for Education and Religious Technical Personnell. The basic problem is that there is no post-training evaluation as an integral part of the evaluation of training implementation. The evaluation model used in this study is the Kirkpatrick evaluation model which is reaction level, learning level, behavior level and result level to get a more comprehensive picture of the Teacher Training Program. This study uses a qualitative approach with descriptive methods. Data was conduct using questionnaire, interview, and document studies. The results of this study indicate that on reaction level, based on the results of the achievement analysis are in the high category, learning level of the program which are also in the high category, behavior level are in the high category, however result level of the program are in the moderate category. The findings of the evaluation of this result prove the importance of the training center conducting post-training evaluations to determine the impact of the training on the performance of participants and educational institutions. This research can be used as input for the Training Center to be consistent in evaluating both during training and after training as stated in Kirkpatrick's theory.

A new reliable performance evaluation model: IFB-IER–DEA

OPSEARCH ◽  
2019 ◽  
Vol 56 (1) ◽  
pp. 14-31 ◽  
Author(s):  
Shiva Moslemi ◽  
Hamidreza Izadbakhsh ◽  
Marzieh Zarinbal
Keyword(s):  
Performance Evaluation ◽  
Evaluation Model ◽  
Performance Evaluation Model ◽  
Reliable Performance

scholarly journals PENGEMBANGAN MODEL EVALUASI KINERJA SD PENYELENGGARA PENDIDIKAN INKLUSIF

2013 ◽  
Vol 17 (1) ◽  
pp. 37-54
Author(s):  
N Dede Khoeriah
Keyword(s):  
Performance Evaluation ◽  
Elementary Schools ◽  
Focus Group ◽  
Inclusive Education ◽  
Focus Group Discussion ◽  
Evaluation Model ◽  
Group Discussion ◽  
Qualitative And Quantitative ◽  
Class Management ◽  
Teachers And Students

Penelitian ini bertujuan menghasilkan model evaluasi kinerja pendidikan inklusif (EKPI) di SD dengan menggunakan pen-dekatan kualitatif dan kuantitatif. Tahapan penelitian dimodifikasi dari model Borg & Gall dengan melibatkan Kepala Sekolah, guru, dan orang tua. Data diperoleh melalui teknik Focus Group Discussion, wawancara, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa (1) model EKPI merupakan salah satu model evaluasi yang baik berdasarkan hasil penilaian pakar maupun praktisi penyelenggara pendidikan inklusif di SD; (2) model evaluasi kinerja SD penyelenggara pendidikan inklusif memiliki tujuh komponen, yakni kepemimpinan, rencana strategis, fokus terhadap peserta didik-orang tua, analisis kebutuhan, fokus ter-hadap guru-staf, pengelolaan kelas inklusif, dan hasil; (3) evaluasi model EKPI dalam proses implementasi di SD mampu meng-ungkap data secara: (a) komprehensif; (b) faktual; (c) fleksibel; dan (d)  berorientasi keragaman layanan. Kata kunci: pengembangan model evaluasi, pendidikan inklusif, SD. ______________________________________________________________DEVELOPING A MODEL OF PERFORMANCE EVALUATION OF ELEMENTARY SCHOOLS IMPLEMENTING INCLUSIVE EDUCATIONAbstract This study aims to produce a model of performance evaluation of elementary schools (ESs) implementing inclusive education by using qualitative and quantitative approaches. The research steps used the model by Borg & Gall, involving principals, teachers, and students’ parents. The data were collected through Focus Group Discussion (FGD), interviews, observations, document study, and discussions. Based on the results of the study, the following conclusions can be drawn. (1) The EKPI model is a good evaluation model. It is based on the result ofthe assessment by experts, usesrs and practitioners of inclusive education instruction; (2) The model of an evaluation of the performances of ESs implementing inclusive education has seven components, i.e. leadership, strategic plan, focus on students and parents, needs analysis, focus on teachers and staff, and inclusive class management, and product of the inclusive education implementation; (3) The EKPI model implemented  in the elementri schools can reveal data (a) comprehensively, (b) factualy, and (c) flexibly, (d) it was also oriented to a variety of services. Keywords: development of an evaluation model, inclusive education, elementary school.

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