scholarly journals Evaluasi Proses Program Pendidikan Keaksaraan Dasar Perspektif Discrepancy Evaluation Model

2020 ◽  
Vol 3 (1) ◽  
pp. 55-65
Author(s):  
Marliza Oktapiani
Keyword(s):  
Problem Solving ◽  
Education Program ◽  
Qualitative Method ◽  
Evaluation Model ◽  
Literacy Education ◽  
Learning Processes ◽  
Learning Tools ◽  
Education Programs ◽  
Assessment Of Learning ◽  
Reading Culture

The purpose of this study is to find out how to evaluate the process of literacy education programs from the perspective of the discrepancy evaluation model. The method used in this research is qualitative method. The results of this study indicate that there are gaps in the aspects of the program process which have three gaps including the preparation of learning tools (syllabus and lesson plans), improvement of reading culture, assessment of learning processes and assessment of final results. The achievements and impacts of the basic literacy education program have not been maximal in meeting basic literacy education program standards. In conclusion, the program analyzed its gaps and provided problem solving in every aspect based on the stage of the discrepancy evaluation model. Keywords: Process Evaluation, Basic Literacy, Discrepancy Evaluation Model

scholarly journals Life Skills Education Programs; The Bridge to the Employment of the Poors

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Didi Mulyadi ◽  
Unifah Rosyidi ◽  
Suryadi Suryadi
Keyword(s):  
Education Program ◽  
Life Skills ◽  
Qualitative Method ◽  
Evaluation Model ◽  
Education Programs ◽  
Implementation Effectiveness ◽  
The Government ◽  
Skills Education ◽  
Life Skills Education ◽  
Rare Opportunity

Employment is such kind of a very rare opportunity for the poors unable to attend formal schoolings. This research is examining the implementation effectiveness of skills based education program designed by the government through grant and scholarship to reduce the poverty and unemployment. It also tries to compare the design and its result to find whether the program was effectivey implemented or not. This research uses qualitative method through CIPP evaluation model. The research found that in a policy layer, context and input  evaluation steps, the life skills education program is comprehensively thought and considered as it covers aspects including the regulation, the program guidance, the fund aids, the curriculla, the guide for selected institutions ,the report mechanism. While at the process and product evalauation steps, the reserach found that there were huge gaps in implementation especially at the placement at the industries. There were only less than 10% of participants entering to work fields while most of its program participants work only as a parttimers which don’t provide reguler income,.So the target of decreasing the poverty and reducing the unemployment was not well measured.

scholarly journals EVALUATION OF IMPLEMENTATION OF INCLUSION EDUCATION PROGRAMS IN MADRASAH IBTIDAIYAH BADRUSSALAM SURABAYA

Akademika ◽  
2020 ◽  
Vol 9 (01) ◽  
pp. 33-45
Author(s):  
Evi Sopandi ◽  
Khasanah Khasanah
Keyword(s):  
Qualitative Research ◽  
Human Resource ◽  
Inclusive Education ◽  
Education Program ◽  
Evaluation Model ◽  
Research Approach ◽  
Input Process ◽  
Education Programs ◽  
Inclusion Education ◽  
Model Context

This study aims to evaluate the inclusive education program at Madrasah Ibtidaiyah (MI) Badrussalam Surabaya. The education program aims to improve human resource competencies in increasing abilities. The evaluation model used in this study is the CIPP model (context, input, process, and product) of the qualitative research approach model introduced by Stufflebeam. The results showed that the education program at MI Badrussalam Surabaya had run well in accordance with the education program that had been prepared. However, in the implementation of inclusive education in MI Badrussalam, there are still some deficiencies both in the fields of funding, facilities and infrastructure as well as on the Welfare of mentors and special teachers (GP / K).

scholarly journals Processos de estudo e avaliação da aprendizagem no desenvolvimento da expertise

2018 ◽  
Vol 29 (71) ◽  
pp. 386
Author(s):  
Gustavo Danicki Aureliano Rosa ◽  
Afonso Celso Tanus Galvão
Keyword(s):  
Cognitive Development ◽  
Problem Solving ◽  
Educational Assessment ◽  
Learning Processes ◽  
Learning Assessment ◽  
Verbal Protocols ◽  
Expertise Development ◽  
Educational Objectives ◽  
Assessment Of Learning ◽  
Palabras Clave

<p>Desenvolve-se uma análise de protocolos verbais de processos de estudo, tendo como inspiração a taxonomia de objetivos educacionais de Bloom et al. (1977), para a geração de subsídios para a avaliação educacional. Os protocolos foram gerados a partir da entrevista com seis indivíduos que realizaram o estudo com materiais de domínio e não domínio inferido. Os resultados da pesquisa sugerem que: i) informações importantes para o realinhamento das ações em uma situação de ensino e aprendizagem podem ser obtidas, tais como termos-chave que tenham significado para os indivíduos e que estejam inseridos em materiais de não domínio; e ii)  uma categorização como a proposta neste estudo para a tomada de decisão pode contribuir para o trabalho efetivo do estudante em situações adequadas ao seu nível de desenvolvimento rumo ao domínio completo de determinado material de estudo.</p><p><strong>Palavras-chave:</strong> Avaliação da Educação, Taxonomia, Resolução de Problemas, Desenvolvimento Cognitivo.</p><p>  </p><p><em><strong>Procesos de estudio y evaluación del aprendizaje en el desarrollo de la expertise</strong></em></p><p><em>Se desarrolla un análisis de protocolos verbales de procesos de estudio, cuya inspiración es la taxonomía de objetivos educacionales de Bloom et al. (1977), a fin de generar subsidios para la evaluación educacional. Los protocolos se originaron a partir de la entrevista con seis individuos que realizaron el estudio con materiales de dominio y no dominio inferido. Los resultados de la investigación sugieren que: i) se pueden obtener informaciones importantes para la realineación de las acciones en una situación de enseñanza y aprendizaje, tales como términos clave que tengan significado para los individuos y que estén insertos en materiales de no dominio; y ii)  una categorización como la propuesta en este estudio para la toma de decisión puede contribuir para el trabajo efectivo del estudiante en situaciones adecuadas a su nivel de desarrollo rumbo al dominio completo de un determinado material de estudio.</em></p><p><em><strong>Palabras clave:</strong> Evaluación de la Educación, Taxonomía, Resolución de Problemas, Desarrollo Cognitivo.</em></p><p><em>  </em></p><p><em><strong>Learning processes and learning assessment for expertise development</strong></em></p><p><em>An analysis of verbal protocols of learning processes, and their categorization based on Bloom’s et al. (1977) taxonomy of educational objectives, is developed to generate subsidies for an educational assessment of learning processes. The participants were six academics who were observed while solving problems involving domain and non-domain material. Results suggest that: i) knowledge that is relevant for the realignment of actions in situations of teaching, such as keywords that are meaningful for individuals that can be obtained even when inserted into nondomain materials; and ii) categorizations such as the ones proposed for this study can contribute to the effectiveness of students’ learning processes in situations that are appropriate for their level of development and towards the mastery of study content.</em></p><p><em><strong>Keywords:</strong> Educational Assessment, Taxonomy, Problem Solving, Cognitive Development.</em></p>

scholarly journals A Personal Journey to Merge Literacy Education and Multicultural Teacher Education

2015 ◽  
Vol 10 (2) ◽  
pp. 197-210 ◽  
Author(s):  
Gina M. Doepker
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Literacy Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Personal Journey ◽  
Multicultural Teacher Education ◽  
Multicultural Teacher

AbstractThere has been considerable attention to multicultural education and how to effectively integrate it into teacher education programs so that it helps teachers to be attentive to and effective for the economically, culturally, and racially diverse student populace. This article will focus on my personal journey with multicultural teacher education and literacy education. There will be a discussion of multicultural or diverse-oriented teacher education with a focus on the challenges as well as the potentials that face these teacher preparation programs. In addition, there will be a discussion of current educational trends in schools as evidence that demands the need for stronger multicultural teacher education programs. Finally, an existing teacher education program will be presented that has an emphasis on multicultural teacher training, as well as suggest approaches for building a research-based multicultural teacher education program.

scholarly journals Collegial Learning and Digital Literacy Education in a Swedish Preschool

2021 ◽  
Author(s):  
Karin Forsling
Keyword(s):  
Digital Literacy ◽  
Special Interest ◽  
Preschool Teachers ◽  
Literacy Education ◽  
Learning Processes ◽  
Digital Tools ◽  
Digital Learning ◽  
Learning Tools ◽  
Learning Tool ◽  
Preschool Development

Abstract This article focuses on preschool teachers’ collegial learning in relation to children's use of digital learning tools in preschool. The aim of the study was to investigate how preschool teachers understand, change, and improve learning situations when digital tools are used, under the supervision of a film educator, a preschool colleague, and a researcher. The results show how five dedicated teachers, without a special interest in digital tools, started using tablets in preschool as a learning tool to achieve the goals in the curriculum regarding communication. The experiment model used in the study is based on design-oriented theories. The design-based experiment provided an opportunity for in-depth reflection among the teachers and a meeting place for collegial learning processes, which can in turn lead to preschool development.

scholarly journals School Well-Being pada Siswa Berprestasi Sekolah Dasar yang Melaksanakan Program Penguatan Pendidikan Karakter

2018 ◽  
Vol 5 (2) ◽  
pp. 161-174
Author(s):  
Faizah Faizah ◽  
Jovita Nabila Prinanda ◽  
Ulifa Rahma ◽  
Yuliezar Perwira Dara
Keyword(s):  
High School ◽  
Primary School ◽  
Character Education ◽  
Education Program ◽  
Qualitative Method ◽  
Well Being ◽  
Academic Skill ◽  
Education Programs ◽  
Four Dimensions ◽  
Interactive Model

The aim of this study was to evaluate school well-being of achieving students in primary school that implement character education programs. This research used qualitative method, data was collected by using interview and observation with 2 primary subjects achieving student on academic or non academic skill, and 5 secondary subjects were teacher, parent, peer of primary subjects. Data was analyzed by Analysis Interactive Model with triangulation source validity. School well-being consists of four dimensions: having, loving, being, and health. The result of this study describes school well-being of achieving student in high school with character education program.

scholarly journals EVALUATION OF IMPLEMENTATION OF INCLUSION EDUCATION PROGRAMS IN MADRASAH IBTIDAIYAH BADRUSSALAM SURABAYA

2019 ◽  
Vol 5 (2) ◽  
pp. 26-36 ◽  
Author(s):  
Evi Sopandi
Keyword(s):  
Qualitative Research ◽  
Human Resource ◽  
Inclusive Education ◽  
Education Program ◽  
Evaluation Model ◽  
Research Approach ◽  
Input Process ◽  
Education Programs ◽  
Inclusion Education ◽  
Model Context

This study aims to evaluate the inclusive education program at Madrasah Ibtidaiyah (MI) Badrussalam Surabaya. The education program aims to improve human resource competencies in increasing abilities. The evaluation model used in this study is the CIPP model (context, input, process, and product) of the qualitative research approach model introduced by Stufflebeam. The results showed that the education program at MI Badrussalam Surabaya had run well in accordance with the education program that had been prepared. However, in the implementation of inclusive education in MI Badrussalam, there are still some deficiencies both in the fields of funding, facilities and infrastructure as well as on the Welfare of mentors and special teachers (GP / K).

Akselerasi Program Edukasi Keuangan Melalui Kolaborasi Bank Indonesia, Lembaga Keuangan, Dan Perguruan Tinggi

2015 ◽  
Vol 2 (2) ◽  
pp. 95-113
Author(s):  
I Wayan Nuka Lantara ◽  
Ni Ketut Rai Kartini
Keyword(s):  
Central Bank ◽  
Financial Institutions ◽  
Education Program ◽  
Financial Services ◽  
Energy Resource ◽  
Financial Education ◽  
Literacy Education ◽  
Positive Perception ◽  
Education Programs ◽  
Financial Products

This study aims to investigate the possibility of acceleration of financial education programs in Indonesia, through the collaboration of the three main parties, namely: (1) the regulator (Central Bank/Financial Services Authority); (2) the practitioner (financial institutions); and (3) the academia (universities). The study employed a qualitative approach to assess the opinions of the stakeholders in the Gadjah Mada University and related financial practitioners regarding accelerated implementation of financial education programs in Indonesia, which involved interviews with 24 informants who were considered to have knowledge about the financial education program in Indonesia. The study concluded that the respondents showed a positive perception on the importance and benefits of financial education programs in Indonesia. Other findings depicted that financial education programs need to be directed at the entire community with a wider coverage range. To expedite the process, a solid collaboration needs to be made between the three main parties: (1) Central Bank/ Financial Services Authority as regulator; (2) financial institutions (practitioners and providers of financial products and services); and (3) academia (universities). In terms of the implementation of the proposed program, the collaboration of all three parties need to be directed to the selected students who will firstly be prepared to be a financial educator (by giving knowledge, education and mentoring). Selected and well-trained students are expected to be effective educator who has energy resource availability in large quantities and a more mobile and larger coverage to accelerate financial education program in Indonesia.Keywords: literacy, education, financial inclution

scholarly journals EVALUATION OF IMPLEMENTATION OF INCLUSION EDUCATION PROGRAMS IN MADRASAH IBTIDAIYAH BADRUSSALAM SURABAYA

2019 ◽  
Vol 5 (2) ◽  
pp. 26-36
Author(s):  
Evi Sopandi
Keyword(s):  
Qualitative Research ◽  
Human Resource ◽  
Inclusive Education ◽  
Education Program ◽  
Evaluation Model ◽  
Research Approach ◽  
Input Process ◽  
Education Programs ◽  
Inclusion Education ◽  
Model Context

This study aims to evaluate the inclusive education program at Madrasah Ibtidaiyah (MI) Badrussalam Surabaya. The education program aims to improve human resource competencies in increasing abilities. The evaluation model used in this study is the CIPP model (context, input, process, and product) of the qualitative research approach model introduced by Stufflebeam. The results showed that the education program at MI Badrussalam Surabaya had run well in accordance with the education program that had been prepared. However, in the implementation of inclusive education in MI Badrussalam, there are still some deficiencies both in the fields of funding, facilities and infrastructure as well as on the Welfare of mentors and special teachers (GP / K).

scholarly journals The Inclusive Education Program in Jambi: Voices from Insiders

2019 ◽  
pp. 199-208
Author(s):  
ROSMIATI ROSMIATI ◽  
ABDOEL GHAFAR ◽  
TABRONI TABRONI ◽  
ADITYA RAHMAN
Keyword(s):  
Inclusive Education ◽  
Education Program ◽  
Qualitative Method ◽  
Classroom Observations ◽  
Education Curriculum ◽  
Education Programs ◽  
Inclusion Education ◽  
The Government ◽  
New Student

This study was aimed at exploring the inclusive education programs developed by the government including inclusion-education curriculum, special mentor recruitment, and infrastructure facilities in the schools. The study used a qualitative method with a case-study tradition.  The data were collected through interviews with 8 informants, 5 classroom observations, and documents at one elementary school. The interview data were analyzed using within-case and cross-case analyses among informants. The observational data were recorded and presented in accordance with the themes of the interview results and document data were used as the comparison. The results revealed that there were no new student admission preparation, and lack of government attention on infrastructure. The presentation of the data also included the challenges faced in implementing inclusive education. Suggestions and implications for schools in the implementation of inclusive education and the government are discussed.

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