STRATEGI KEPALA SEKOLAH DALAM MENINGKATKAN MUTU PENDIDIKAN (Studi Kasus Madrasah Aliyah Bahrul Ulum Tajinan Kabupaten Malang)

Madrasah Aliyah Bahrul Ulum Tajinan Malang is one of the educational institutions under the auspices of the Bahrul Ulum Tajinan Islamic Boarding School Foundation, Malang. This Madrasah is very thick with its religious atmosphere, because it stands in a pesantren environment. This madrasah has good quality education seen for the several programs it has, namely 8 excellent programs., as well as standart operational for learning noble character and habituation of noble character. In addition, this madrasah also has several prominent programs, they are: 1) discipline, 2) dhuha prayer activities and reading yaaseen, 3) complete facilities and infrastructure. Therefore, the author wants to examine how the principal’s strategy in improving the quality of education at Madrasah Aliyah Bahrul Ulum.This research was conducted in Madrasah Aliyah Bahrul Ulum Tajinan Malang. Research data obtained through observation, interviews, and documentation. To check the validity of the data using triangulation of sources and methods. Data analysis uses interaction model analysis techniques with three stages, namely data reduction, data presentation, and drawing conclusion.The results of the study, the principla’s strategy in improving the quality of education in Madrasah Aliyah Bahrul Ulum Tajinan Malang are namely, 1) improving the quality of educators and education, 2) fostering the discipline of teachers and students, 3) increasing the effectiveness of learning, 4) improving madrasah facilities and infrastructure, 5) improving the quality of learning and stucent achievement, 6) evaluation of teaching and learning process, and 7) promoting madrasah.

Student Perception of Face-to-Face vs Online Language Training

Since the spring of 2020, practically all educational institutions have transferred instruction online. However, questions remain about whether online learning is as effective as face-to-face (F2F) one. This is especially relevant in the case of non-formal adult education, as students have competing demands on their time, established learning habits, and their relationship with a training provider is short-term. This paper compares results of students’ evaluation of teaching (SET) collected from two adult learner cohorts of similar demographic characteristics. While both cohorts had English language courses of the same core content and volume, one studied F2F, the other online. A Likert-type questionnaire form is used for the analysis. Analysis of the results from both groups reveals no statistically significant differences in students’ opinions. Moreover, students are consistent in their overall favorable attitude to both learning formats. A very slight preference towards F2F format is detected in some aspects of the course.

Evaluation of teaching quality based on binary tree support vector machine

In order to solve the reliability of the evaluation results of teaching quality in universities and colleges, an improved model of teaching evaluation based on the Support vector machine was put forward. In this model, the evaluator does not need to give an evaluation result of the teacher’s teaching quality, but gives the score of each evaluation index, and then calls the Support vector machine, automatic classification of teachers’ teaching quality. The experiment proves that the improved algorithm can improve the teaching quality evaluation accuracy and the result is better.

Mining and Evaluation of Teaching Civics Courses Based on Apriori-TIDS Algorithm

The thinking course is an innovative move to implement the fundamental task of moral education and realize the whole process of education and all-round education in universities. The Apriori-TIDS algorithm proposed in this paper adopts the TID list of transaction identifiers to calculate the support count and generate the frequent item set of the Hou option set, and the whole frequency set generation process only needs to scan the transaction database once, which greatly improves the operation efficiency of the mining algorithm. The course is based on the three focus points of ideological and political education, such as “matters, times, and situations”, to explore the elements of ideological and political education hidden in the course, and to give the principles and criteria for evaluating the effectiveness of ideological and political teaching in the course, in order to make the professional degree course become the main channel to lead the ideological and political education of postgraduate courses and improve the effectiveness of the course in educating people.

Gender bias in student evaluation of teaching or a mirage?

In a recent small sample study, Khazan et al. [1] examined SET ratings received by one female teaching (TA) assistant who assisted with teaching two sections of the same online course, one section under her true gender and one section under false/opposite gender. Khazan et al. concluded that their study demonstrated gender bias against female TA even though they found no statistical difference in SET ratings between male vs. female TA (p = 0.73). To claim gender bias, Khazan et al. ignored their overall findings and focused on distribution of six “negative” SET ratings and claimed, without reporting any statistical test results, that (a) female students gave more positive ratings to male TA than female TA, (b) female TA received five times as many negative ratings than the male TA, and (c) female students gave “most low” scores to female TA. We conducted the missing statistical tests and found no evidence supporting Khazan et al.’s claims. We also requested Khazan et al.’s data to formally examine them for outliers and to re-analyze the data with and without the outliers. Khazan et al. refused. We read off the data from their Figure 1 and filled in several values using the brute force, exhaustive search constrained by the summary statistics reported by Khazan et al. Our re-analysis revealed six outliers and no evidence of gender bias. In fact, when the six outliers were removed, the female TA was rated higher than male TA but non-significantly so.

Evaluation of teaching factory in collaboration with PT. Telkom for the adaptability development of vocational school students ICT expertise program using CIPP

This study aims to combine business ideas with vocational or vocational education that is commensurate with the competence of ICT expertise, the process of implementing the Teaching Fac—teaching). Teaching Factory (TEFA) which is implemented using the concept of Context, Input, Process, and Product. The approach used in this research is qualitative which is supported by quantitative data by solving case studies. The results of the research in the evaluation of the Teaching Factory (TEFA) showed that the implementation of the Teaching Factory at SMKN 1 Boyolangu Tulungagung using the CIPP model resulted in 89% being very in line with the criteria, but the thing to note from this assessment is that adjustments are needed to the main teacher competencies in the implementation of Teaching Factory. (TEFA).

ENGLISH TEACHERS’ PERCEPTIONS OF STUDENT EVALUATION OF TEACHING IN AN INDONESIAN UNIVERSITY

Student evaluation of teaching (SET) has been proven to improve teachers’ teaching practices and students’ learning experiences despite being used commonly for accountability purposes. Indonesian teachers’ perceptions of SET, however, remain largely unexplored. This qualitative study therefore investigated how four Indonesian university teachers perceived SET, how SET impacted their teaching practices and what roles they believed the university should play in implementing SET properly. The participants taught English to undergraduate students in an Indonesian private university. Data were collected using semi-structured interviews and analysed using qualitative methods. The teachers perceived SET positively, had made conscious changes to improve their teaching practices and students’ learning, and believed the institution had facilitated teachers in meeting students’ needs, especially during the campus closure due to the COVID-19 pandemic, which led to a transition to online learning. The institution where the participants taught implemented SET only for formative or improvement purposes. Using SET for such purposes is important as it is more likely to cause teachers less pressure and anxiety. Hence, teachers are willing to act upon the student feedback. Meanwhile, using SET for accountability purposes may create extra work for teachers and make them feel manipulated and untrusted.

Teacher evaluation during virtual education in the higher education system

This study was developed with the objective of determining the evaluation of teaching performance and its influence on the use of virtual classrooms in the higher education system, as an important relationship that encompasses social change, highlighting the health crisis and the impact on the teaching performance of the Lay University "Eloy Alfaro" of Manabí. A quantitative study was carried out, with a descriptive approach, applied to higher education students and teachers through surveys. The evaluation of teaching performance is used as a tool to manage the quality of teaching, being necessary to establish institutional improvement policies in terms of strengthening and training in the use of new technologies focused on the virtual classroom, being necessary the creation of an evaluation system of the teaching performance through virtual platforms, with a wide choice of common problems that may generate not so much determining the teaching action but the limitations that may arise. Keywords: Teaching performance, technologies, teaching-learning, virtual classrooms. References [1]S. Navarro, Cómo realizar una evaluaciòn del desempeño: método paso a paso para llevarlo a cabo y convertirte en consultor., Chile: Sebastian Navarro Rojas, 2016. [2]E. C. Inclán, B. Á. Díaz and R. A. Galaz, Evaluación del desempeño docente en américa latina: experiencias Chile y México, San Luís Potosí; Chile: Congreso Nacional de Investgación Educativa, COMIE, 2017. [3]D. Vaillant, Desarrollo profesional, evaluación y poiticas docentes en Latinoamerica, Uruaguay: Universidad ORT, 2016. [4]B. S. B. Ronquillo, R. R. X. Castro and V. P. A. Ortega, «Antecedentes de la evaluación del desempeño docente en el Ecuador,» Revista Publicando, 4 N°12(1), pp. pp.468-488, 2017. [5]S. Navarro, Cómo realizar una evaluaciòn del desempeño: método paso a paso para llevarlo a cabo y convertirte en consultor, Chile: Sevastián Navarro Rojo, 2016. [6]E. Rodríguez, Evaluación de centros y profesores, Madrid: Universidad Nacional a Distancia, 2017. [7]M. Román and J. Murillo, «La evaluación del desempeño docente:objeto de disputa y fuente de oportunidades en el campo educativo,» Revista Iberoamericana de Evaluación Educativa, v1 n 2, pp. pp. 96-114, 2013. [8]M. R. Ambrocio, Liderazgo del director y desempeño pedagógico docente, Quetzaltenango, Guatemala: Universidad Rafael Landívar, Campus de Quetzaltenango, 2014. [9]Ministerio de Educación, «Desempeño del Docente,» 2021. [Online]. Available: https://educacion.gob.ec/desempeno-del-docente-sne/. [10]E. Rodríguez, Evaluación de centros y profesores, Madrid, España: Universidad Nacional a Distancia, 2018. [11]Ministerio de Educación, «Marco de Buen Desempeño Docente; para mejorar tu práctica como maestro y guiar el aprendizaje de tus estudiantes,» 2012. [Online]. Available: http://www.minedu.gob.pe/pdf/ed/marco-de-buen-desempeno-docente.pdf. [12]W. Horton, Designing web based training Wiley Computer Publisher, New York: NY, 2015. [13]P. K. F. Cáceres, Educación Virtual: creando espacios afectivos de convivencia y aprendizaje en tiempos de Covid-19, Quito, Ecuador: Nivelación de Carrera. Universidad Central del Ecuador, 2020. [14]M. Domingo and P. Marqués, «Aulas 2.0 y uso de las TIC en la práctica docente,» Comunicar, vol. 19, núm. 37, pp. 169-175, 2011. [15]T. D. Neira, Educación a Distancia y salas de clases virtuales, Chile: Universidad de Concepción, 2014. [16]J. M. Duart, «Evaluación de la calidad docente en entornos virtuales de aprendizaje,» 2018. [Online]. Available: http://reddigital.cnice.mec.es/6/Documentos/docs/articulo12_material.pdf. [17]M. I. Salinas, «Gestión de la evaluación del desempeño docente en aulas virtuales de un proyecto de blended-learning,» Rev. Ciencia, Docencia y Tecnología Vol. 28 No. 54 , pp. pp. 100-129, 2017. [18]L. U. e. I. UNIR, «Importancia de evaluar al profesorado,» 2019. [Online]. Available: https://www.unir.net/educacion/revista/evaluacion-practica-docente/. [19]CNN, «De la educación presencial a la virtual: los desafíos para los estudiantes debido a la pandemia,» 2020. [Online]. Available: https://cnnespanol.cnn.com/2020/12/23/de-la-educacion-presencial-a-la-virtual-los-desafios-para-los-estudiantes-debido-a-la-pandemia/. [20]S. U. d. M. E. SUME, Problemas más comunes que enfrentan los estudiantes en el aprendizaje en línea, México: Universidad de Guanajuato, 2017.