Implementing a Successful NDT Education Program: Planning, Design, Resources, Curriculum, and Evaluation

2021 ◽  
Vol 79 (9) ◽  
pp. 875-881
Author(s):  
Tracie Clifford
Keyword(s):  
Community Colleges ◽  
Nondestructive Testing ◽  
Learning Outcomes ◽  
Process Evaluation ◽  
Education Program ◽  
Program Planning ◽  
Student Learning Outcomes ◽  
Project Manager ◽  
Education Organization ◽  
Design Resources

Implementing a new program is often the most challenging stage of an education organization. The seasoned project manager or entrepreneur knows the maintenance of a program, process evaluation, and prioritizing actions into the next phase of planning are the signs of a robust program. This is the same process for the implementation and maintenance of a nondestructive testing (NDT) program. This paper will focus on the critical considerations for the design, implementation, and maintenance of an NDT program in community colleges. In addition, the paper will describe the measures needed to assess the program’s effectiveness and the student learning outcomes for technicians.

scholarly journals Evaluasi Program PAUD Inklusi Di Kota Denpasar Ditinjau Dari Hasil Belajar dan Perencanaan Program Lanjutan

2019 ◽  
Vol 7 (1) ◽  
pp. 57
Author(s):  
Ni Made Laksani Ayu . ◽  
Luh Ayu Tirtayani, S.Psi.,M.Psi. . ◽  
Dr. Ida Bagus Gede Surya Abadi, S.E.,M.P .
Keyword(s):  
Student Achievement ◽  
Learning Outcomes ◽  
Content Validity ◽  
Program Planning ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
T Score ◽  
Sample Technique ◽  
Evaluative Research ◽  
The City

Penelitian ini bertujuan untuk mengetahui efektivitas hasil belajar dan perencanaan program lanjutan pada PAUD inklusi yang ditinjau dari aspek produk di Kota Denpasar.Penelitian ini merupakan jenis penelitian evaluatif. Jumlah populasi dalam penelitian ini adalah 13 sekolah PAUD inklusi yang terdata pada Dinas Pendidikan Kota Denpasar. Teknik Sampel yang dilakukan dalam penelitian ini adalah teknik porposive Sampling. Sampel penelitian sebanyak 13 sekolah dengan jumlah responden sebanyak 119 pendidik yang meliputi Kepala TK dan Guru Kelas. Data dikumpulkan melalui metode kuesioneryang sudah di uji validitasnya menggunakan uji validitas isi dan sudah di uji reliabilitasnya. Data dianalisis untuk mencari hasil akhir berupa nilai T-score yang nantinya didapatkan hasil berupa jumlah frekuensi positif (F+) dan frekuensi negatif (F─), selanjutnya dikonversikan melalui kuadran Glickman. Hasil penelitian menunjukkan (1) indikator ketercapaian peserta didik dalam sikap peserta didik F+ = 45,378% dan persentase F- = 54,622% menunjukkan hasil kurang efektif (2) indikator ketercapaian peserta didik dalam hasil belajar peserta didik persentase F+ = 34,454% dan persentase F- = 65,546% menunjukkan hasil kurang efektif. (3) indikator mengevaluasi hasil pembelajaran persentase F+ = 55,463% dan persentase F- = 44,537% menunjukkan hasil efektif (4) indikator perencanaan kembali suatu program presentase F+ = 44,537% dan presentase F- = 55,462% menunjukkan hasil kurang efektif. Berdasarkan hasil penelitian dapat disimpulkan bahwa evaluasi program PAUD inklusi ditinjau dari hasil belajar dan perencanaan program lanjutan di kota Denpasar menunjukkan hasil kurang efektifI (- - + - ) Kata Kunci : Evaluasi Program, Hasil Belajar, Perencanaan Program Lanjutan, PAUD Inklusi This study aims to determine the effectiveness of learning outcomes and advanced program planning in inclusion ECD which is reviewed from the aspect of products in the city of Denpasar. This study is a type of evaluative research. The population in this study were 13 inclusion PAUD schools that were recorded at the Denpasar City Education Office. The sample technique used in this research is porposive sampling technique. The study sample consisted of 13 schools with a total of 119 educators including the Head of Kindergarten and Class Teachers. Data collected through questionnaire methods that have been tested for validity using the content validity test and have been tested for reliability. Data were analyzed to find the final results in the form of T-score values which later obtained results in the form of a number of positive frequencies (F +) and negative frequencies (F─), then converted through Glickman's quadrant. The results showed (1) the indicators of student achievement in the attitude of students F + = 45.378% and the percentage F- = 54.622% showed less effective results (2) indicators of student achievement in student learning outcomes percentage F + = 34.454% and percentage F- = 65,546% showed less effective results. (3) indicators evaluating learning outcomes percentage F + = 55.463% and percentage F- = 44.537% showing effective results (4) planning indicators for returning a program percentage F + = 44.537% and percentage F- = 55.462% showing less effective results. Based on the results of the study it can be concluded that the evaluation of PAUD inclusion programs in terms of learning outcomes and advanced program planning in the city of Denpasar showed less effective results (- - + -)keyword : Program Evaluation, Learning Outcomes, Advanced Program Planning, PAUD Inclusive

Upaya Meningkatkan Hasil Belajar IPA pada Materi Keseimbangan Ekosistem melalui Penerapan Model Contextual Teaching And Learning (CTL) Siswa Kelas VI SD Negeri 1 Manggeng

2020 ◽  
Vol 1 (3) ◽  
pp. 333-340
Author(s):  
Syarifah Roswan
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Learning Model ◽  
Outcome Data ◽  
Contextual Teaching ◽  
Data Collection Technique ◽  
Written Test ◽  
Academic Year

The purpose of this study was to increase the learning outcomes of IPA in the Ecosystem Balance mate-rial through the application of the Contextual Teaching And Learning (CTL) learning model for class VI students of SD Negeri 1 Manggeng for the 2017/2018 academic year. The research methodology is Classroom Action Research (CAR) consisting of two cycles and each cycle consisting of two findings. Each cycle consists of planning, implementing, observing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question in-strument (written test). The learning outcome data were analyzed by means of percentage statistics. The results showed that the completeness of student learning outcomes increased from 66,67% in the first cycle and increased to 83,33% in the second cycle. The application of the Contextual Teaching And Learning (CTL) learning model can increase the learning outcomes of IPA in the Ecosystem Balance material of class VI SD Negeri 1 Manggeng for the 2017/2018 academic year

The Effect of Jigsaw Methode and Motivation on Students’ of Learning Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Yunita Yunita ◽  
Hidayat Hidayat ◽  
Harun Sitompul
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approaches ◽  
High Learning ◽  
Average Value ◽  
The Difference ◽  
Low Motivation

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes  taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

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