Journal Article•
Evaluasi Implementasi Kurikulum 2013 di Sekolah Pelaksana Mandiri
TL;DR: In this paper, a study was conducted in elementary school Nasima Semarang which is independent organizer to evaluate the implementation of Curriculum 2013 in independent organizers to determine: (1) the readiness of implementation; (2) learning teaching process and evaluation; (3) results of the implementation; and (4) the success rate of implementation.
Abstract: Implementasi Kurikulum 2013 di sekolah piloting maupun pelaksana mandiri perlu dievaluasi untuk menjaga konsistensi pencapaian tujuan kurikulum itu sendiri. Penelitian ini bertujuan untuk mengevaluasi implementasi Kurikulum 2013 di sekolah pelaksana mandiri yang meliputi (1) Kesiapan implementasi; (2) Proses pembelajaran dan evaluasi pembelajaran, (3) hasil implementasi; dan (4) tingkat keberhasilan implementasi. Metode evaluasi yang digunakan adalah model Countenan Stake yang membagi komponen kurikulum dalam matrik observasi dan matrik pertimbangan meliputi tahap pendahuluan (antecedent), proses (transaction), dan hasil (outcomes). Penelitian dilakukan di SD Nasima Semarang yang merupakan sekolah pelaksana mandiri. Hasil penelitian menunjukkan bahwa tahap pendahuluan atau kesiapan implementasi meliputi kesiapan guru, buku, sarana prasarana, dan rencana pembelajaran sangat baik (95%), tahap proses yang meliputi kegiatan pembelajaran dan evaluasi pembelajaran sangat baik (90%), dan hasil implementasi yang meliputi respon peserta didik dan hasil belajar juga sangat baik (94%). Implementasi Kurikulum 2013 di sekolah pelaksana mandiri dapat berjalan sangat baik dengan dukungan pemenuhan standar nasional pendidikan dan para guru yang memiliki motivasi, kreativitas, dan kinerja yang baik.Implementation of Curriculum 2013 in schools piloting or independent organizers needs to be evaluated to maintain the consistency of curriculum goals. This study aimed to evaluate the implementation of Curriculum 2013 in independent organizer to determine: (1) the readiness of implementation; (2) learning teaching process and evaluation; (3) results of the implementation; and (4) the success rate of implementation .The evaluation used Countenan Stake method which devided curriculum component in the judgment matrix and observation matrix includes the consideration of antecedent, transaction, and outcomes. The study was conducted in elementary school Nasima Semarang which is independent organizer. The results showed that the preparing stage or implementation readiness include the readiness of teachers, books, facilities, and learning plan is very good (95%), stage process that includes learning activities and learning evaluation is very good (90%), and the results of the implementation which includes responses students and learning outcomes are also very good (94%). Implementation of Curriculum 2013 in schools independent organizer can run really well by the support of compliance with education national standards and teachers who have the motivation, creativity, and good performance.
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TL;DR: In this article, the authors used the ADDIE model to examine the appropriateness and effectivity of flash-based media at senior high school and found that the flashbased media increases students' motivation and achievement in the learning process.
Abstract: DOI https://doi.org/10.15294 /ijcet.v9i2.36301 Abstract ___________________________________________________________________ The use of technology-based media increases students’ motivation and learning effectivity in the classroom. This research aims to develop, to examine the appropriateness and the effectivity of flash-based media at Senior High School. This development research uses the ADDIE model. Based on the research result, the score of validity trials from the material expert is 72, the score from the media expert is 58 and from the practitioner expert is 75. The assessment from the material, media and practitioner expert show that flash-based media is in the appropriate category. Effectiveness test of the flash-based media development is through the testing of hypothesis, the data shows that for both experimental and controlled class in pre-test and post-test, the score is Sig. (2-tailed) 0.000 < 0.05, and the score of the students’ motivation in learning for pre-test and post-test in both experimental and controlled is Sig. (2-tailed) 0.000 < 0.05. It means that the flash-based media increases students’ motivation and achievement in the learning process. This research result supports the theories of technology learning, especially for the development of learning aids and media for English subject.
12 citations
TL;DR: In this paper, a study aimed to determine the increase in students' interest and achievement of science in the 8th graders of SMP Negeri 1 Watampone, Bone Regency Indonesia, when using outdoor activities.
Abstract: This study aimed to determine the increase in students’ interest and achievement of science in the 8 th graders of SMP Negeri 1 Watampone, Bone Regency Indonesia, when using outdoor activities. This study applied Classroom Action Research (CAR), which consists of two learning cycles following the procedural phase such as planning, implementation, observation phase, and reflection. The sample was taken using a purposive sampling technique class. The data collected included data about the students’ science achievement before the implementation of the action, data about the students’ interest in learning science, data about the students’ science achievement in the cycle I and cycle II, and data on the observations/notes of the teacher in each research cycle. Data were obtained through a questionnaire asking about students’ interest in learning science, students’ achievement result test before the implementation of the action, students’ achievement test in cycle I and cycle II, and student learning observation sheet. Data then analyzed using quantitative and qualitative descriptive analysis techniques. The results showed that there was an increase in students’ achievement, both in cycle I and in cycle II. Students’ mastery level in science materials was in the high category and their readiness, sincerity, and activeness in participating in the learning process were increased. Recommendation and direction for further research are included in the study.
10 citations
31 Dec 2020
TL;DR: In this article, the authors used questionnaires and interviews, while data analysis used the Glickman quadrant to determine the increase in the effectiveness of the implementation of the 2013 curriculum program in junior high schools in Serang City, Province of Banten by the Context, Input, Process, and Product (CIPP) approach.
Abstract: Building a civilization requires quality education along with an adequate and modern curriculum system so that the learning process forms students who have skills and character as contained in the 2013 curriculum. That implementation until this time is necessary to evaluate the extent to which the effectiveness of implementing the 2013 curriculum program is uneffective and strengthened with a renewal system so that it can adapt to changing times. The purpose of this study was to determine the increase in the effectiveness of the implementation of the 2013 curriculum program in junior high schools in Serang City, Province of Banten by the Context, Input, Process, and Product (CIPP) approach. The research method used a quantitative approach with research samples at SMPN 1, 5, and 10 in Serang City. Data collection techniques used questionnaires and interviews, while data analysis used the Glickman quadrant. The results showed that implementing of the 2013 curriculum program in Serang City at the context was 52.38%, the input was 57.12%, the process was 66.67%, and the product was 80.95 %, so all aspects were more than 50% are positive and effectively categorized. Improving the effectiveness of the implementation of the 2013 curriculum at junior high school level in Serang City is pursued through formal implementation, results of the program need analysis, principal leadership, availability of facilities and infrastructure, teacher readiness, student activities, implementation program, and curriculum achievement program.
Abstrak
Membangun peradaban perlu kualitas pendidikan beserta sistem kurikulum yang memadai dan moderen sehingga proses pembelajaran membentuk peserta didik yang memiliki terampil dan berkarakter sebagaimana yang terkandung dalam kurikulum 2013. Sejak penerapannya hingga saat ini perlu diadakan evaluasi sejauhmana efektivitas pelaksanaan program kurikulum 2013, apakah belum efektif dan diperkuat dengan sistem pembaharuan sehingga dapat menyesuaikan dengan perubahan zaman. Tujuan penelitian ini untuk mengetahui peningkatan efektivitas pelaksanaan program kurikulum 2013 di SMP se-Kota Serang Provinsi Banten dengan pendekatan Context, Input, Process dan Product (CIPP). Metode penelitian menggunakan pendekatan kuantitatif dengan sampel penelitian di SMPN 1, 5 dan 10 di Kota Serang, adapun teknik pengumpulan data dengan kuesioner dan wawancara, sedangkan analisis data menggunakan kuadran Glickman. Hasil penelitian menunjukkan pelaksanaan program kurikulum 2013 di Kota Serang pada aspek konteks (context) sebesar 52,38%, masukan (input) mencapai 57,12%, proses (process) sebesar 66,67% dan produk (product) mencapai 80,95% sehingga semua aspek mencapai lebih dari 50% dikategorikan positif dan efektif, dengan demikian peningkatan efektivitas pelaksanaan program kurikulum 2013 tingkat SMP di Kota Serang diupayakan melalui pelaksanaan formal, hasil analisis kebutuhan program, kepemimpinan kepala sekolah, ketersediaan sarana dan prasarana, kesiapan guru, aktivitas siswa, pelaksanaan program dan pencapaian program kurikulum.
7 citations
25 Apr 2022-Mimbar Ilmu (Fakultas Keguruan dan Ilmu Pendidikan Institut Keguruan dan Ilmu Pendidikan Singaraja)
TL;DR: In this article , penelitian pengembangan (RnD) dengan menggunakan model PENGembangan ADDIE dengan kuesioner dengan instrumen pengumpulan data rating scale, maka akan berdampak pada menurunnya keterampilan membaca siswa.
Abstract: Minimnya ketersediaan media pembelajaran yang sesuai serta mampu meningkatkan minat membaca siswa, khususnya pada muatan Bahasa Indonesia. Jika hal tersebut dibiarkan, maka akan berdampak pada menurunnya keterampilan membaca siswa. Tujuan penelitian ini adalah menciptakan buku cerita bergambar pada keterampilan membaca muatan pelajaran bahasa Indonesia siswa kelas III SD. Jenis penelitian ini adalah penelitian pengembangan (RnD) dengan menggunakan model pengembangan ADDIE. Subjek dari penelitian ini terdiri dari 1 orang ahli isi, 1 orang ahli desain, 1 orang ahli media, 3 orang uji perorangan, 9 orang uji kelompok kecil. Metode pengumpulan data pada penelitian ini menggunakan kuesioner dengan instrumen pengumpulan data rating scale. Teknik analisis data pada penelitian ini menggunakan teknik deskriptif kuantitatif. Hasil pengujian validitas yang diperoleh berdasarkan penilaian subjek penelitian secara berurut sangat baik. Maka, media buku cerita layak digunakan pada siswa kelas III SD dan telah teruji mampu meningkatkan keterampilan membaca siswa pada muatan Bahasa Indonesia. Implikasi dari pengembangan ini secara empiris terbukti dengan adanya media buku cerita bergambar dapat menarik perhatian siswa, memotivasi siswa agar lebih aktif dalam membaca, serta menjadikan pembelajaran lebih bervariasi.
7 citations
23 Mar 2020
Abstract: Abstract Received: Revised: Accepted: September 18, 2019 October 13, 2019 February 05, 2020 This research development aimed to produce thematic-integrative teaching materials based on a scientific approach. The product produced aimed to develop a confident character. Teaching materials developed got positive responses from students with excellent task completion achievement, amounting to 81.5%. This was evidenced based on the results of expert assessments which showed that teaching material developed from the content eligibility aspect was categorized as "very good" with an average of 64.5, aspects of language were categorized as "good" with an average of 31, aspects of presenting the category of "very good" with an average of 59, and the aspect of graphics categorized as "very good" with an average of 55. Thematic-integrative teaching materials based on a scientific approach with the theme "Beautiful Togetherness" to develop selfconfidence and improve learning outcomes of grade IV elementary school students in learning.
5 citations