Pengembangan Model Evaluasi Program Layanan Pendidikan Anak Usia Dini (Paud)

Abstract

Penelitian ini bertujuan: (1) mengembangkan model evaluasi program layanan PAUD (TK kelompok B) dan (2) menilai keefektifan model yang dikembangkan. Penelitian ini merupakan research and development. Subjek coba adalah guru dan siswa TK kelompok B. Instrumen pengumpul data adalah kuesioner dan lembar observasi. Uji coba dilakukan 3 tahap dengan jumlah subjek meningkat setiap tahapnya. Analisis validitas kuesioner menggunakan exploratory factor analysis dan cofirmatory factor analysis (CFA). Estimasi reliabilitas kuesioner tingkat perkembangan anak dan life skills menggunakan CFA dengan menghitung composite reliability. Estimasi reliabilitas kuesioner kompetensi guru dan fasilitas menggunakan teknik Alpha. Estimasi reliabilitas lembar pengamatan dengan dua orang pengamat menggunakan teknik Kappa. Hasil penelitian berupa model evaluasi program layanan PAUD (Model IPPO), yang terdiri atas prosedur, panduan evaluasi, dan instrumen-instrumennya yang cukup baik. Berdasarkan uji coba, semua instrumen memiliki kecocokan model yang baik (fit), validitas konstruk, dan reliabilitas yang memenuhi persyaratan akademik. Menurut penilaian para praktisi dan pengguna model, model IPPO sangat efektif untuk diterapkan.Kata kunci: pengembangan, model evaluasi, pendidikan anak usia dini______________________________________________________________DEVELOPING A PROGRAM EVALUATION MODEL OF EARLY CHILDHOOD EDUCATION (ECE) SERVICEAbstract The study was to: (1) develop an evaluation model of early childhood education (Group-B Kindergarten); and (2) evaluate the effectiveness of the model being developed. The study is a research and development one. The subject of the research was the teachers and the students of Group-B Kindergarten. The data gathering instruments were questionnaires and observational sheet. The experiment was performed in 3 stages with increasing number of participants for each stage. To analyze the questionnaire’s validity, the researchers employed exploratory factor analysis and confirmatory factor analysis (CFA).To estimate the reliability of the questionnaire of the children’s developmental stage and life skills, the researchers employed CFA by calculating the composite reliability. To estimate the reliability of the questionnaire’s of the teacher competence and the facility, the researchers employed Alpha technique. For the estimation of reliability toward the observational sheet with two observers the researchers employed Kappa technique. The result of the research was a model of evaluation of the early childhood education (IPPO Program), consisting of procedures, evaluation guideline and the well-designed instruments. Based on the experiment, all of the instruments have had a goodness of fit (fit), construct validity and reliability that meet all of the academic requirements. According to the evaluation from the practitioners and the model users, the IPPO model is very effective to be implemented.Keyword: development, evaluation model, early childhood education.

Evaluation of Quality Early Childhood Education Program Services Using CIPP Model

“…One of the evaluations of inputs is facilities evaluation, because facilities are one of the aspects that play an important role in ECE service programs. The evaluation results obtained are facilities that have a positive effect on ECE service programs [20]. In addition to the facets of facilities, there are several other aspects that need to be evaluated on the input component including students, educators, education staff, program content, facilities and infrastructure, management, financing [18].…”

Evaluation of the successful implementation of creative audio media models in early childhood education in Yogyakarta

“…In addition, the children will be happy if the teacher gives them enthusiasm in carrying out activities in the classroom such as singing activities. In the opinion of Gunartha, Kartowagiran, & Suardiman, (2014) the responses shown by children when motivated by the teacher are as follows: a) Diligent in facing tasks, b) Tenacious in facing difficulties, c) Shows interest in various people's problems. Based on this opinion, it can be concluded that students will be very enthusiastic, enthusiastic and try to follow and practice when educators provide interesting lessons that have never been done by students.…”

Evaluasi Input Standar Sarana dan Prasarana pada Lembaga PAUD

“…Munthe menyatakan bahwa evaluasi tidak hanya berkaitan dengan menilai tetapi melihat faktor berhasil atau tidaknya sebuah progam (Munthe, 2015). Perlunya evaluasi sarana prasarana pada pendidikan TK, karena standar sarana prasarana TK banyak yang tidak sesuai (Gunartha et al, 2014). Pemerintah telah berupaya mengatasi masalah kualitas lembaga PAUD tersebut dengan mengeluarkan Peraturan Menteri Pendidikan Nasional No.…”