scholarly journals EVALUASI PROGRAM PENDIDIKAN KECAKAPAN HIDUP PERKOTAAN (STUDI PADA LEMBAGA KURSUS TATA RIAS DI TANGERANG SELATAN)

2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Virgo Agustinus Sembiring ◽  
Sofyan Cholid
Keyword(s):  
Education Program ◽  
Life Skills ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Formal Education ◽  
Urban Life ◽  
Research Approach ◽  
Chi Square ◽  
Skills Education ◽  
Life Skills Education

<p>This study aimed to evaluate the achievements of the Urban Life Skills Education program by course institutions bridal makeup and analyze the factors that affect achievement Urban Life Skills Education program by institutions bridal makeup courses in South Tangerang city administration. Quantitative research approach is by using chi-square method. Results showed successful achievement by demonstrating the value of 95% for South Tangerang City. While the success of Makeup Bridal based Graduates Competency Standards reached 73.3% Factors that affect the achievement of program Life Skills Education Urban by course institutions bridal makeup in South Tangerang City among others Competency Standards Graduates Makeup Bride Junior and teaching and learning Non-formal Education by Life Skills Education that includes: theory, practice and education of character.</p>

scholarly journals PENGEMBANGAN MODEL EVALUASI PENDIDIKAN KECAKAPAN HIDUP PADA PENDIDIKAN LUAR SEKOLAH

2014 ◽  
Vol 18 (2) ◽  
pp. 261-274 ◽  
Author(s):  
Sofyan Hadi ◽  
Yoyon Suryono
Keyword(s):  
Research And Development ◽  
Life Skills ◽  
Formal Education ◽  
Evaluation Model ◽  
Development Model ◽  
P Value ◽  
Chi Square ◽  
Skills Education ◽  
Life Skills Education ◽  
Item Reliability

Penelitian ini bertujuan untuk mengembangkan model evaluasi penyelenggaraan pendidikan life skills. Model pengembangan yang digunakan adalah research and development yang dikembangkan Borg dan Gall dengan pendekatan kuantitatif. Prosedur pengembangan dipetakan menjadi tahap pra-pengembangan, pengembangan,  dan penerapan model. Berdasarkan hasil penelitian dapat disimpulkan (1) Model evaluasi life skills education (ELSEd) meliputi komponen input, proses, dan hasil pendidikan life skills, (2) Evaluasi model ELSEd memiliki kepekaan yang baik terhadap objek yang diteliti dan mengungkap data yang dihasilkan, (3) Tingkat koherensi instrument ELSEd sesuai dengan rancangan, (4) Karakteristik Model ELSEd berbeda dengan evaluasi model lain, (5) Reliabilitas butir ketiga komponen evaluasi bernilai antara 0,826 - 0,975 dan validitas konstruk untuk semua komponen pada model ELSEd ini diketahui nilai chi square sebesar:  4,188-191,686; p-value: 0,063-0,241; dan  nilai RMSEA: 0,029-0,076. Oleh karena nilai p-value lebih besar dari 0,05 dan RMSEA kurang dari 0,08 maka dapat dinyatakan bahwa model Life Skills Education (ELSEd) adalah cocok dan fit, (6) Kelebihan model ELSEd yaitu komprehensif, sederhana, fleksibel, efektif, dan life skills oriented. Kata kunci: pengembangan, model, evaluasi, program, life skills, Pendidikan Luar Sekolah ______________________________________________________________ DEVELOPING AN EVALUATION MODEL OF LIFE SKILLS PROGRAM OF NON FORMAL EDUCATIONAbstractThis study aims to develop an evaluation model of life skills education. The development model used is research and development which is developed by Borg and Gall by using a quantitative approach. The development procedure is mapped into the pre-development, development, and application of the model . Based on the results of this study, it can be concluded that: (1) Evaluation model of life skills education (ELSEd) includes component inputs , processes , and result of life skills education , (2) The ELSEd Evaluation models have a good sensitivity to the object under study and reveal the resulted data, (3) the level of coherence of the ELSEd instrument is in accordance with the design, (4) Characteristics of ELSEd models are different from other models of evaluation, (5) The item reliability of the three evaluation components are between 0.826 to 0.975 and construct validity for all components in ELSEd model are chi square value of : 4.188 to 191.686; p - value : 0.063 to 0.241; and the value of RMSEA: 0.029 to 0.076 . Therefore, p-value is bigger than 0.05 and RMSEA is less than 0.08 , it can be stated that the model of Life Skills Education (ELSEd) is suitable and fit, (6) The advantages of ELSEd models are comprehensive, simple, flexible, effective, and life skills oriented.Keywords: development , model, evaluation , program , life skills , Non Formal Education

The Effect of Life Skills Education on Mild Intellectual and Developmental Disability

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1 ◽  
Author(s):  
M. Ahmadian ◽  
L. Fata
Keyword(s):  
Interpersonal Relationships ◽  
Education Program ◽  
Cognitive Skills ◽  
Life Skills ◽  
Anger Management ◽  
Reliability And Validity ◽  
Positive Effects ◽  
Self Knowledge ◽  
Skills Education ◽  
Life Skills Education

Introduction and aim:This study examines the effect of life skills education on mild intellectual and developmental disabled students.Life skills education program is widely used in other disabilities but rarely utilized with children who have intellectual disabilities, possibly on the assumption that the cognitive skills on which it capitalizes are less likely to be available. The primary goal of education for this group is to increase self-sufficiency by teaching functional skills needed in everyday life across home, community, work, and leisure domains.Method:A total of 30 participants took part in this study (20 male, 10 femal). The IQ level of these participants were assessed by WISC_R. we also assessed intervention effects on three skills targeted by classroom teachers. The three target skills were self-knowledge, social and interpersonal relationships, and anger-management.Cronbach alpha reliability coefficient and factor analyses were used to examine the reliability and validity of the LSEQ in this special students sample.Results:The alpha coefficient reliability of the total scale of the LSEQ was 0.76. The total effect of Life skills education program showed positive effects ( T=-7.136 df=29, p< .001 ), Self-knowledge ( T=-5.882 df=29, p< .001 ), interpersonal relationship ( T=-7.430 df=29, p< .001 ), anger-management ( T=-4.762 df=29, p< .001 ).Cunclusion:Overall, results showed positive effects of the intervention on participants" skills. Further research on the effects of various systematic instructional strategies on the social- skills of individuals with various disabilities in multiple settings is recommended.

scholarly journals Implementasi model pembelajaran mandiri program pendidikan kecakapan hidup perempuan

2016 ◽  
Vol 3 (2) ◽  
pp. 176
Author(s):  
Iip Saripah ◽  
Yanti Shantini
Keyword(s):  
Classroom Management ◽  
Learning Outcomes ◽  
Education Program ◽  
Life Skills ◽  
Learning Model ◽  
Independent Learning ◽  
Life Skills Programs ◽  
Skills Education ◽  
Self Learning ◽  
Life Skills Education

Penelitian ini bertujuan untuk mengkaji implementasi model pembelajaran mandiri program pendidikan kecakapan hidup perempuan di PKBM Bina Cipta Ujungberung. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Adapun lokasi penelitian dipilih dilaksanakan di PKBM Bina Cipta Ujungberung Kota Bandung. Hasil dari penelitian ini yaitu: (1) proses pembelajaran model pembelajaran mandiri pada program kecakapan hidup perempuan, meliputi kegiatan perencanaan mencakup kegiatan menentukan tujuan, menetukan instruktur, mengalokasikan waktu, merekrut peserta, menyusun kurikulum, menyusun materi, menentukan sumber belajar, menyiapkan saran dan prasarana, menyusun pembiayaan, kegiatan pelaksanaan mencakup kegiatan pengelolaan kelas dan peserta didik, pengelolaan instruktur, mennetukan metode dan media pembelajaran; kegiatan evaluasi mencakup evaluasi hasil belajar dan evaluasi proses pembelajaran. (2) penerapan model pembelajaran mandiri pada program kecakapan hidup perempuan, mencakup kegiatan pemberian motivasi, penyampian materi, pengaplikasian materi dan refleksi hasil belajar (3) hasil penerapan model pembelajaran mandiri pada program kecakapan hidup perempuan meliputi pengetahuan, afektif dan psikomotorik.Kata Kunci: model pembelajaran mandiri, pendidikan kecakapan hidup, PKBM. IMPLEMENTATION OF SELF DIRECTED LEARNING MODEL LIFE SKILLS EDUCATION PROGRAM WOMEN IN BINA CIPTA UJUNGBERUNG CLC AbstractThis study aims to assess about implementation of models of independent learning life skills education program in the CLC women Bina Cipta Ujungberung. This study used descriptive qualitative approach. The location of the research been conducted at CLC Bina Cipta Ujungberung Bandung, The results of this study are: (1 ) learning model of independent learning in life skills programs women, includes planning includes activities set goals, determine the instructor, allocate time, recruiting participants, develop curricula, organizing material, to determine the source of learning, to prepare suggestions and improvements, arrange financing, implementation activities include classroom management activities and learners, instructors management, menentukan methods and learning media; evaluation activities include evaluation of learning outcomes and learning process evaluation. (2) the application of self-learning model in female life skills programs, covers the activities of motivation, penyampaian material, the application of the material and reflection of learning outcomes (3) the results of the application of self-learning model in female life skills program include knowledge, affective and psychomotor.Keywords: learning model, life skills education, CLC

scholarly journals The Individual Characteristics and Business Potential of Participant on Life Skills Education Program (PKH) in PKBM

2019 ◽  
Vol 2 (1) ◽  
pp. 61
Author(s):  
Tasril Bartin ◽  
Wisroni Wisroni
Keyword(s):  
Education Program ◽  
Life Skills ◽  
Agricultural Sector ◽  
Personal Characteristics ◽  
Individual Characteristics ◽  
School Level ◽  
Survey Method ◽  
Community Learning ◽  
Skills Education ◽  
Life Skills Education

The purpose of this study is to describe the personal characteristics of students (learning citizens) and the business potential that is relevant to life skills education programs at the Community Learning Center in Tanah Datar District. This study uses a descriptive quantitative survey method. This study uses 60 samples from 120 population people. Furthermore, the data were analyzed quantitatively descriptive, then clarified with the focus of group discussion (FGD), interviews, observation and verification of documentation. The results showed that participants in the life skills education program in several Community Learning Centers in Tanah Datar District were generally of productive age with adequate formal education (high school level), from pre-prosperous families, and did not have a permanent business. Based on the search for interests, existing skills, and other environmental resource potentials, the appropriate business developed in the future is a business that produces goods from the agricultural sector and goods from business dress, sewing or embroidery skills.Keywords: Life Skills Education, Personal Characteristics, Business Potential

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