A Conceptual Framework Curriculum Evaluation Electrical Engineering Education

Imansari, Nurulita; Sutadji, Eddy

doi:10.11591/ijere.v6i3.7624

Cited by 4 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, based on the findings, the primary goal of quality assurance in VTE is to ensure quality graduates who will significantly contribute in terms of creativity and innovation to become active citizens in a global society and to have job knowledge capacity. These initiatives aim to better prepare graduates for practical career transitions for the country's socio-economic development (Imansari and Sutadji, 2018;Melaku, 2019;Oke and Olatilu, 2018). The criterion for HTMT is below 0.85 or 0.90 (Henseler et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Quality teaching is fundamental to academic outcomes and education reform around the world because quality teaching and learning depend on the measurement and evaluation of teaching quality (Metsäpelto et al , 2021). Therefore, all institutions need to implement sound quality mechanisms and procedures based on a self-evaluation system to maintain the credibility of all stakeholders, especially the teachers, to become reflective practitioners and disseminate good practice in teaching and learning (Imansari and Sutadji, 2018). Wong et al (2020) stated that quality teaching is the pivot for students’ acquiring knowledge and skills.…”

Section: Literature Reviewmentioning

confidence: 99%

“…A quality assurance framework will enhance the effectiveness of VTE educational systems through the availability and management of resources, accountability and participatory decision-making to achieve VTE educational goals and objectives (Imansari and Sutadji, 2018; Oviawe, 2018b). Hence, it informs the changes needed to develop an effective work environment that will encourage staff creativity and productivity in teaching and learning for continuous quality improvement.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Quality assurance: a conceptual framework for teaching and learning standards in vocational and technical education programs

Wafudu,

Bin Kamin

2024

QAE

View full text Add to dashboard Cite

Purpose The issue of quality assurance in vocational and technical education (VTE) programs identifies a perilous need to develop a conceptual framework for teaching and learning standards. This study aims to identify standard components for teaching and learning to ensure quality delivery for the achievement of VTE objectives. The quality assurance framework for teaching and learning is envisioned as a closed-loop management process that functions as an effective operational scheme to coordinate teaching processes that support the structure for quality assurance in VTE programs. Design/methodology/approach Survey data were collected through a questionnaire developed to examine the quality standards for teaching and learning in VTE from 259 respondents from colleges of education. The identified quality components for teaching and learning and their quality indicators were analysed. Findings The conceptual framework for teaching and learning with the 12 quality components and 62 quality indicators is the key standard for improving quality teaching and learning to meet the desired goals of VTE programs. Originality/value The framework proposed is flexible and can be applied to many other programs to ensure that teachers are professional enough to teach effectively to provide adequate learning outcomes.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Quality assurance: a conceptual framework for teaching and learning standards in vocational and technical education programs

Wafudu,

Bin Kamin

2024

QAE

View full text Add to dashboard Cite

show abstract

“…The CIPPO program evaluation model consists of five evaluation components: context, input, process, product, and outcome, which are an integral part of evaluating the program (Dressel et al, 2020;Jollymore et al, 2018). Outcome is a measure of performance based on the level of success that can be achieved based on the output of programs or activities that have been implemented (Imansari & Sutadji, 2017;Yuwono et al, 2020). The evaluation of the CIPPO program includes an evaluation of the impact of the program (Jollymore et al, 2018).…”

Section: Methodsmentioning

confidence: 99%

Implementation of the Education and Training Program seen from the CIPPO Perspective

Widayanto

Soeharto

Sudira

et al. 2021

JERE

View full text Add to dashboard Cite

The government's role as a facilitator offers Competency-Based Training (CBT) programs to overcome these problems. This program is held to answer the needs of the community to develop themselves to master certain competencies to be absorbed in the industry. This study aims to evaluate the achievement of the implementation of training programs at UPT BLK Surabaya and to provide recommendations for the next training program. This research is evaluation research using the CIPPO (context, input, process, product, and outcome) model. The research instrument is a questionnaire validated through expert judgment, and given to two groups of respondents: the training participants and instructors. The research respondents were 199 consisting of 180 training participants, 19 instructors. The research findings are as follows. (1) The context aspect, which is the suitability of the program with the objectives of the institution, the needs of the community and industry, was stated good by the participants and very good by instructors and supported by the completeness of legal basic documents and the characteristics of the training program. (2) The input aspect, which is infrastructure, selection process, instructors competence, curriculum, and funds were stated well by the participants and very good by instructors. (3) The process aspects, which are planning, implementation, and supervision, are in accordance with the SOP applied by the government. The implementation of the training program was stated well by the participants and very good the instructors. (4) The product aspect, which is the competence of the participants, was stated very well by participants and instructors. (5) In the aspect of outcome, the percentage of the absorption rate of graduates in the business sector and industrial sector is 37%. The recommendation to the aspect of infrastructure is to increase the number and cleanliness of bathrooms.

show abstract

“…In terms of input, the dimensions include academic performance, course structure, qualified lecturers, and course syllabus. The dimensions of the process include academic activities, implementation of industry practices, PPL and KKN, facilities and infrastructure, learning strategies, resources and learning media, and learning evaluation [7]. Eisenberg et al describes the development and evaluation of a 2-year longitudinal quality improvement (QI) and patient safety course that matches the teaching education and experiential learning in the pediatric emergency medicine scholarship.…”

Section: Introductionmentioning

confidence: 99%

The Evaluation of University Course Quality under the Background of Wireless Communication and Big Data

Bo-en

2022

Wireless Communications and Mobile Computing

View full text Add to dashboard Cite

In recent years, education issues have been the focus of attention from all walks of life. An important indicator for measuring the level of education in colleges and universities is the quality of teaching. It determines the level of the students' basic quality that is the target of training. Curriculum is the core of forming teaching quality and the core element of cultivating talents. Curriculum evaluation is an important means to detect and diagnose the teaching quality of schools and the source of talent training quality.The purpose of this article is to study the quality evaluation system of college courses under the background of wireless communication and big data, taking students as the initiators of evaluation activities, positioning the factors that they are interested in, and referring to the selection of evaluation indicators in other research results to determine the evaluation system of this study. Through students’ evaluation of Japanese MOOC courses, the evaluation system constructed by the laboratory is evaluated. The method of collecting evaluation data is to issue electronic questionnaires and then perform statistical analysis on the results of the questionnaires after collection, to understand the current status of MOOC course learning and the degree of recognition between learners and evaluation indicators. Through the analysis of the questionnaire data, the reliability and validity of the questionnaire are tested to ensure the validity and reliability of the questionnaire data. The evaluation indicators are screened by factor analysis, and the entropy method is used to determine the weight of the evaluation indicators, thus forming the final MOOC course evaluation. Reorganizing and constructing the Japanese curriculum quality evaluation index system conforms to the general law of the construction of the index system.

show abstract

A Conceptual Framework Curriculum Evaluation Electrical Engineering Education

Cited by 4 publications

References 0 publications

Quality assurance: a conceptual framework for teaching and learning standards in vocational and technical education programs

Quality assurance: a conceptual framework for teaching and learning standards in vocational and technical education programs

Implementation of the Education and Training Program seen from the CIPPO Perspective

The Evaluation of University Course Quality under the Background of Wireless Communication and Big Data

Contact Info

Product

Resources

About