Evaluasi Implementasi Kebijakan Teaching Factory Dengan Model Evaluasi Cipp Di SMK Negeri Dki Jakarta

Supriyantoko, Iwan; Jaya, Akbar; Kurnia, Vidyatama; Habiba, Putri Ghanim Septia

doi:10.26740/jvte.v2n2.p1-10

Cited by 6 publications

(7 citation statements)

References 5 publications

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“…SDN 244 Guruminda lolos sebagai sekolah penggerak pada tahun 2021, sekolah penggerak bertujuan mewujudkan visi Pendidikan Indonesia yang maju, berdaulat, mandiri, dan berkepribadian melalui terciptanya Profil Pelajar Pancasila. To facilitate the implementation of the evaluation, the following CIPP observation sheet for sekolah penggerak has been adjusted using the Context, Input, Process and Product evaluation model(Supriyantoko et al, 2020).Langkah-Langkah menjadi Sekolah Penggerak mengikuti seleksi tahap 1 dan 2, setelah lulus mengikuti pelatihan komite pembelajar selama 10 hari kemudian menyelenggarakan IHT untuk guru kelas 1 dan 4 juga guru maple PAI dan PJOK.…”

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Analisis Implementasi Kurikulum Merdeka di Sekolah Penggerak Sekolah Dasar

et al. 2022

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Penelitian ini untuk mengetahui dan menelaah tentang "Analisis Implementasi Kurikulum Merdeka di Sekolah Penggerak SDN Guruminda 244 Kota Bandung. Penelitian ini dilakukan dengan menggunakan pendekatan fenomenologi. Jenis penelitian ini adalah penelitian kualitatif yang melihat dan mendengar lebih dekat dan terperinci penjelasan dan pemahaman individual tentang pengalaman-pengalamannya. Pendekatan fenomenologi tersebut didasari dari adanya ketertarikan peneliti untuk mengkaji lebih mendalam mengenai fenomena yang dialami oleh informan kunci. Penelitian dilaksanakan di SDN Guruminda 244 Kota Bandung. Informan dalam penelitian ini adalah guru, kepala sekolah, pengawas. Pengumpulan data dilakukan dengan beberapa teknik, yaitu; (a) observasi; (b) wawancara; dan (c) studi dokumentasi. Untuk menjamin keabsahan data dilakukan dengan beberapa upaya sebagai berikut: (a) memperpanjang masa pengumpulan data, (b) melakukan observasi secara terus-menerus dan sungguh-sungguh, (c) melakukan triangulasi, dan (d) melibatkan teman sejawat untuk berdiskusi. Dari hasil penelaahan dalam penelitian ini ditemukan adanya kurikulum merdeka yang menjadi acuan di sekolah penggerak, yang menghasilkan siswa yang berakhlak mulia, mandiri, bernalar kritis, kreatif, gotong royong, rasa kebhinekaan. Kepala sekolah penggerak mendorong berbagai macam program partisipatif, unik, dan banyak inovasi. Memupuk kerja sama dengan guru-guru yang mendukung pemimpinnya berpartisipasi dalam mewujudkan sekolah penggerak.

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Analisis Implementasi Kurikulum Merdeka di Sekolah Penggerak Sekolah Dasar

et al. 2022

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“…Qualitative research was chosen as the approach to gathering research data because, in qualitative research, the emerging phenomena are more holistic, meaning they are comprehensive and cannot be separated. Therefore, qualitative researchers do not only focus on research variables but also the overall social situation being studied, including the aspects of place, actors, and activities that interact synergistically (Sugiyono, 2013). The positivist philosophy associated with qualitative research considers research problems as realities and phenomena that can be classified.…”

Section: Methodsmentioning

confidence: 99%

“…The concept, design, implementation, and assessment of public services and public service response feedback in the CIPP model can be formulated to determine the effectiveness of policies for further improvement (Zhang, Guili, in Erialdy, et al, 2001). Several studies on the implementation of the CIPP model have been conducted in Indonesia, for example, Habibah (2022), Erialdy et al (2020), and Supriyantoko (2020. A number of these studies have tested the effectiveness of the CIPP model in various public services, but there is still a lack of testing on the effectiveness of the implementation of anti-corruption policies for civil servants whose urgent and significant impact is experienced.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the Anti-Corruption Education Policy within the Civil Servant Apparatus (ASN) in the Central Java Province

Santosa

2023

Jurnal Penelitian Pendidikan

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This study aims to assess the alignment and precision of policy formulation, the quality of policy implementation, the policy's suitability, and the effectiveness of the anti-corruption education program for civil servants (ASN) established through Governor Regulation No. 10/2019 in Central Java. This research employed a qualitative research design with a descriptive approach. The subjects of the study consisted of 23 participants, including five structural and functional officials from the Central Java Regional Training and Education Center (BPSDMD), six trainers from BPSDMD, two anti-corruption instructors from the Inspectorate of Central Java Province, and ten training participants at BPSDMD in Central Java. The data for this study comprised primary data obtained from interviews and secondary data including journals, books, and articles. The evaluation uses the Context, Input, Process, Product (CIPP) evaluation model. Data collection techniques involved in-depth interviews and documentation, collecting data such as interview transcripts and documents related to anti-corruption education from BPSDMD in Central Java. The research findings indicate that there is alignment and precision in the formulation of the anti-corruption education policy for civil servants as stipulated in Governor Regulation No. 10/2019, and the policy has achieved its intended goals. The anti-corruption education policy has demonstrated quality, and there is congruence between the policy and its implementation environment. The anti-corruption program for civil servants in Central Java has been effective. Recommendations for improvement include the need for annual program updates to maximize evaluation improvements, more extensive anti-corruption education, the establishment of Integrity Seeds within each local government organization, and the necessity for more intensive collaboration between BPSDMD, the Inspectorate, the Central Java Anti-Corruption Educator Community, and the Corruption Eradication Commission (KPK).

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“…School management is an essential element in implementing Teaching Factory [14]. Management acts as a stimulator or driver of institutional performance.…”

Section: School Managementmentioning

confidence: 99%

Teaching Factory as a Competency-Based Learning Program for Vocational High School

Heriyati¹,

Yunus²,

Ariestyani³

et al. 2023

Proceedings of the 5th International Conference on Vocational Education and Technology, IConVET 2022, 6 October 2022, Singaraja

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Salafiyah Vocational School, in Margoyoso, Pati is one of the vocational schools in the Pati Regency, Central Java Province, that has implemented a teaching factory program as part of the learning process to improve student competencies according to skill competencies. This study examines the Optimization of Teaching Factory Clothing for School Uniform Products and Creative Batik Products from the Industry Partnership at SMK Salafiyah Pati. The study used a qualitative approach with interviews, observations and documentation studies at SMK Salafiyah Pati, a fashion expertise program. Meanwhile, the analysis technique uses the SWOT analysis technique and the Boston Consulting Group (BCG) Matrix analysis technique. The study results showed that the policies to be implemented by schools include six programs. The programs were firstly organizing the school's organizational structure, increasing teacher competence through competency assessor training, and improving the quality of practical learning. Secondly, enhancing the entrepreneurship of teachers and students with teaching factories, increasing collaboration with related industries, and establishing standards of clothing production. Thirdly, implement adiwiyata programs, fun school programs, and semi-boarding school programs. Fourthly, implement a teaching factory, collaborate with industry for the teaching factory program, renovate teaching factory outlets; and fifthly, develop graduate quality improvement programs, implement teacher apprenticeship programs, and implement student competency test programs. Finally, implement a standardized pilot program for teaching factories. Meanwhile, the functional aspects in the implementation of the School Development Program consist of HR aspects, operational/production aspects, and marketing aspects.

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Evaluasi Implementasi Kebijakan Teaching Factory Dengan Model Evaluasi Cipp Di SMK Negeri Dki Jakarta

Cited by 6 publications

References 5 publications

Analisis Implementasi Kurikulum Merdeka di Sekolah Penggerak Sekolah Dasar

Analisis Implementasi Kurikulum Merdeka di Sekolah Penggerak Sekolah Dasar

Evaluation of the Anti-Corruption Education Policy within the Civil Servant Apparatus (ASN) in the Central Java Province

Teaching Factory as a Competency-Based Learning Program for Vocational High School

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