•  
  •  
 

Keywords

Program Talent Scouting Guru SMK, Evaluasi, CIPP

Document Type

Article

Abstract

Penelitian ini bertujuan untuk mengetahui: (1) relevansi pelaksanaan Program Talent Scouting Guru SMK tahun 2013 ditinjau dari aspek konteks; (2) kesesuaian pelaksanaan Program Talent Scouting Guru SMK tahun 2013 ditinjau dari aspek input; (3) efektifitas pelaksanaan Program Talent Scouting Guru SMK tahun 2013 ditinjau dari aspek proses; dan (4) pencapaian hasil pelaksanaan Program Talent Scouting Guru SMK tahun 2013 ditinjau dari aspek produk. Jenis penilitian ini adalah evaluasi program dengan model evaluasi CIPP (Context, Input, Process, Product). Hasil penelitian: (1) pencapaian relevansi program termasuk dalam kategori "sangat relevan" dengan persentase pencapaian 85%; (2) kesesuaian input SMK sasaran program, peserta program dan penyelenggara program termasuk dalam kategori "sesuai" dengan persentase pencapaian 76,38%; (3) keefektifan proses sosialisasi, seleksi dan pembekalan, proses pelaksanaan program serta proses monitoring dan pelaporan termasuk dalam kategori "efektif" dengan persentase pencapaian 74,52%; (4) pencapaian produk teaching dan non teaching termasuk dalam kategori "sangat tercapai" dengan persentase pencapaian 84,35%.

AN EVALUATION OF THE TALENT SCOUTING PROGRAM FOR SMK TEACHERS IN 2013 DIREKTORAT P2TK DIKMEN KEMDIKBUD

Abstract

This study aims to know: (1) the relevance of the Talent Scouting program for SMK teachers in 2013 in terms of the aspect of context, (2) the appropriateness of the Talent Scouting program for SMK teacher in 2013 in terms of the aspect of input, (3) the effectiveness of the Talent Scouting program for SMK teacher in 2013 in terms of the aspect of process, and (4) the attainment of the Talent Scouting program for SMK teacher in 2013 in terms of the aspect of product. This research is an evaluation of the program using CIPP (Context, Input, Process, Product) evaluation model. The results of this study: (1) the relevance of the program achievement is included in the category of "very relevant" with the achievement percentage of 85%, (2) the input appropriateness of vocational program targets, program participants and program providers are included in the category of "appropriate" with the percentage achieved is 76.38%, (3) the effectiveness of the process of socialization, selection and provisioning, implementation process, monitoring and reporting process are included in the category of "effective" with the achievement percentage of 74.52%, (4) teaching and non-teaching product attainment are included in the category of "very attainable" with the achievement percentage of 84.35%.

Page Range

363-378

Issue

3

Volume

4

Digital Object Identifier (DOI)

10.21831/jpv.v4i3.2560

Source

https://journal.uny.ac.id/index.php/jpv/article/view/2560

References

Arikunto, Suharsimi & Jabar, Cepi S.A. (2009). Evaluasi program pendidikan: pedoman teoritis praktis bagi mahasiswa dan prak-tisi pendidikan. Jakarta: Bumi Aksara.

Baraki, A.H. (2013). Effectiveness of technical and vocational education and training (TVET): insights from Ethiopia’s reform. The TQM Journal.

Beven, F. (2009). The development of training modules for instructor. Maclean, R., Wilson, D. International Handbook of Education for the Changing World of Work bridging Academic and Vocating Learning. Germany: UNESCO-UNEVOC.

Clarke, L. & Winch C. (2007). International approaches, developments and systems. Madison Avenue, New York: Routledge.

Depdiknas. (2005). Peraturan Pemerintah Republik Indonesia tentang Standar Nasional Pendidikan.

Depdiknas. (1990). Peraturan Pemerintah RI tentang Pendidikan Menengah.

Depdiknas. (2005). Undang-undang RI tentang Guru dan Dosen.

Depdiknas. (2003). Undang-undang RI tentang Sistem Pendidikan Nasional.

Deseco. (2005). Defining and selecting key competencies. Diakses tanggal 15 Januari 2014 dari Www.Oecd.Org/Edu/Statistics/Deseco.

Direktorat P2TK Dikmen Kemdikbud. (2013). Panduan pelaksanaan program talent scouting guru SMK 2013. Depdiknas: Jakarta.

Fisher, R. And Webb, K. (2006). Subject specialist pedagogy and initial teacher training for the learning and skills sector in England: the context, a response and some critical issues. The Journal of Further and Higher Education.

Iskandar, Fuad. (2010). Evaluasi pelaksanaan program pendampingan penyelenggaraan pendidikan kejuruan Direktorat Pembinaan SMK (Studi Kasus di Universitas Sebelas Maret). Tesis, tidak dipublikasikan. Universitas Indonesia.

Pavlova, M. (2009). Technology and vocational education for sustainable development. Queensland Australia: Springer.

Smith, E. (2009). Teacher, instructors and trainers: an Australian focus. Maclean, R., Wilson, D. International Handbook of Education for the Changing World of Work bridging Academic and Vocating Learning. Germany: UNESCO-UNEVOC.

Sudira, Putu, MP. (2009). Pendidikan vokasi suatu pilihan. Diakses tanggal 17 Februari 2014 dari http://blog.uny.ac.id/putupanji/2009/03/17/pendidikan-vokasi-suatupilihan.

Zamroni. (2001). Paradigma pendidikan masa depan. Yogyakarta: Bigraf Publishing.

Download

Share

COinS