Jurnal Evaluasi Pendidikan
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PENGEMBANGAN INSTRUMEN KECERDASAN EMOSIONAL
Full text linkThe purpose of this research is to develop an instrument to measure emotional intelligence of high school students. The sample of this research was taken using multi stage random sampling technique. The instrument was developed using Thurstone scale, consisting of 90 items. A panel of judges was involved to review and select the items and based on the rational judgment; scores of scale (S), interquartile range (Q) were calculated, giving 45 items chosen. The instrument was tried out to 480 high school students in Bogor. Construct validity was calculated by using factor analysis. The result indicated that 5 factors were extracted from the data obtained by using exploratory method Principal Component Analysis (PCA), which is in accordance with the theoretical estimated factors; the confirmatory method used is the maximum likelihood (ML) to test the goodness of fit of the factors. The obtained index of test of the 5 factors is 1108,269. Therefore, it can be convinced that the correlation model of the five factors is valid. Alpha reliability is used to determine the reliability of the instrument (α = 0,783). It can be concluded that the questionnaire measuring emotional intelligence has appropriate construct validity an internal consistency. Further tryout is still needed to standardize the instrument.Tujuan dari penelitian ini adalah mengembangkan instrumen kecerdasan emosional siswa. Sampel penelitian ini diambil dengan menggunakan teknik multi stage random sampling. Pengembangan butir instrumen berdasarkan pada penilaian pakar dengan menggunakan skala Thurstone. Rancangan butir terdiri dari 90 butir pernyataan. Dari rancangan tersebut setelah dilakukan analisis penilaian pakar dengan menentukan nilai skala dan kualitas butir (S & Q) dihasilkan 45 butir yang terpilih. Kemudian instrumen diujicobakan kepada 480 siswa SLTA di Bogor untuk menentukan validitas konstruk dengan menggunakan analisis faktor. Hasil menunjukan bahwa terbentuk 5 faktor dengan menggunakan metode eksploratori atau Principal Component Analysis (PCA) faktor terbentuk sesuai dengan estimasi teoritik mengenai kecerdasan emosional, metode konfirmatori menggunakan maximum likelihood (ML) untuk menguji goodness of fit dari faktor. Didapatkan indeks dari kelima faktor tersebut yaitu 1108,269, karena itu dapat dikatakan bahwa model korelasi dari kelima faktor dianggap valid. Pengujian reliabilitas instrumen menggunakan Alpha didapat hasil α = 0,783. Dengan demikian dapat disimpulkan bahwa alat pengukur kecerdasan emosional telah memenuhi validitas konstruk dan reliabilitas. Pengujicobaan lebih lanjut masih tetap diperlukan untuk membakukan instrumen
EVALUASI PROGRAM PENDIDIKAN BERBASIS LAPORAN AKUNTABILITAS KINERJA INSTANSI PEMERINTAH
Full text linkThe research on the accountability report onthe government institutions performance (LAKIP) was intended as valuable and appropriate document for the decision makers in all government institution. The result of report was taken from the qualitative research. The study used the evaluation model of CIPO referring to Context, Input, Process, and Output. The study was conducted at the Non Formal and Informal Directorate General, Ministry of National Education and Culture, the Education Office at the West Java and Banten Province in 2011. The study found that based on context evaluation, LAKIP was assumed having very strategic and important role as the fundamental evaluation instrument which could be applied in all institutions. The study also found that there were two problems in the implementation of the LAKIP’s role. The problems were: (1) some government employees still had low knowledge on the LAKIP’s role and function, and (2) LAKIP’s format used to measure the institution performance was still incomplete. Meanwhile, based on the components of input, process, and output evaluations, LAKIP were found proper as a formal report; yet, the content of the report was not optimally used as the standard or criteria in designing and revising any policies and decisions made by the decision makers. The study suggested that the staff’s role and capacities in the Directorate of Planning and Evaluation of PAUD in the Education Office at the West Java and Banten were upgraded based on well-planned and continuing program.Penelitian ini bertujuan untuk mengevaluasi program Laporan Akuntabilitas Kinerja Intansi Pemerintah (LAKIP) sebagai dokumen yang digunakan oleh pengambil keputusan (decision oriented) yang cocok bagi pimpinan di setiap birokrasi pemerintah dengan menggunakan pendekatan evaluatif model CIPO (Context, Input, Process, and Output). Penelitian dilakukan di Kementerian Pendidikan dan Kebudayaan Direktorat Jenderal Pendidikan Anak Usia Dini Formal, Nonformal dan Informal dan Dinas Pendidikan Provinsi Jawa Barat dan Banten tahun 2011. Temuan utama dalam penelitian ini pada komponen konteks antara lain bahwa LAKIP memiliki kedudukan yang penting dan strategis serta landasan konseptual yang kuat sebagai instrumen evaluasi program yang dilaksanakan oleh setiap Kementerian dan Lembaga Pemerintah. Namun pemahaman dan pelaksanaan serta operasionalisasinya yang masih banyak memiliki kelemahan antara lain: masih rendahnya pemahaman aparat terkait tentang peran dan fungsi LAKIP, format LAKIP masih perlu dilengkapi dengan instrumen turunan yang lebih rinci dan operasional untuk mengukur kinerja. Komponen input, proses, dan output LAKIP secara administrasi selalu dapat dipenuhi sebagai sebuah laporan resmi, namun hasil LAKIP belum optimal dijadikan sebagai acuan dalam menyusun dan memperbaiki kebijakan pembangunan. Berdasarkan penelitian ini diusulkan agar peningkatan kapasitas (capacity building) untuk aparatur terkait di bagian perencanaan dan evaluasi program di Direktorat PAUDNI dan Dinas Pendidikan Provinsi Jawa Barat dan Banten perlu dilakukan secara terprogram dan berkelanjutan
PERBANDINGAN KEPEKAAN MODEL MANTEL HAENSZEL DAN MODEL RASCH DALAM MENDETEKSI KEBERBEDAAN FUNGSI BUTIR DITINJAU DARI UKURAN SAMPEL
Full text linkThe aims of this research is to study the sensitivity comparison of Mantel Haenszel and Rasch Model for detection differential item functioning, observed from the sample size. These two differential item functioning (DIF) methods were compared using simulate binary item respon data sets of varying sample size, 200 and 400 examinees were used in the analyses, a detection method of differential item functioning (DIF) based on gender difference. These test conditions were replication 4 times. For both differential item functioning (DIF) detection methods, a test length of 42 items was sufficient for satisfactory differential item functioning (DIF) detection with detection rate increasing as sample size increased. Finding the study revealed that the empirical result show Rasch Model are more sensitive to detection differential item functioning (DIF) than Mantel Haenszel. With reference to findings of this study, it is recomended that the use of Rasch Model in evaluation activities with multiple choice test. For this purpose, it is necessary for every school to have some teachers who are skillfull in analyzing results of test using modern methods (Item Response Theory).Penelitian ini bertujuan mengetahui perbandingan kepekaan model Mantel Haenszel dan model Rasch dalam mendeteksi keberbedaan fungsi butir ditinjau dari ukuran sampel. Kedua metode deteksi keberbedaan fungsi butir menggunakan butir soal yang bersifat dikotomi dengan ukuran sampel yang berbeda, yaitu 200 responden dan 400 responden digunakan dalam analisis, sedangkan untuk mendeteksi ada tidaknya keberbedaan fungsi butir berdasarkan pada perbedaan jenis kelamin. Tes ini dilakukan pengÂulangan sebanyak 4 (empat) kali. Untuk masing-masing metode deteksi keberbedaan fungsi butir digunakan sebanyak 42 butir, dimana penggunaan ukuran sampel yang semakin meningkat mempengaruhi kepekaan metode deteksi keberbedaan fungsi butir yang digunakan. Hasil penelitian menunjukkan bahwa metode deteksi keberbedaan fungsi butir model Rasch memiliki kepekaan yang lebih tinggi dibandingkan dengan metode Mantel Haenszel. Berdasarkan hasil penelitian tersebut, metode deteksi keberbedaan fungsi butir model Rasch dapat digunakan untuk kegiatan-kegiatan evaluasi yang menggunakan butir soal dalam bentuk pilihan ganda. Untuk tujuan ini, sangat penting untuk setiap sekolah memiliki guru-guru yang menguasai dengan baik penggunaan Teori Responsi Butir dalam menganalisis butir soal
KETIDAKWAJARAN SKOR BERDASARKAN TEORI RESPONSI BUTIR
Full text linkThe objective of this research is to compare inappropriateness based on Item response theory as an effect of using model of scoring and number of options for multiple choice items. The research method used quasi experiment. Independent variable of this research are Correct Score (CS), punishment score (PS), and Reward Score (RS). And also three and five option multiple choice items. To see this comparison, the proportions of fair score are compared by using gZ index. For the student corrected by CS model compared between the group who answer three choice item and group who answer five choice item. While for group of student doing test with a five choice item compared between the couple of CS, PS and RS. The result of this research indicate that for low ability (q <- 1) student, the use of CS model for student who answer a five choice item compared has more fair score than students who answer a three choice item. But for high ability (q > 1) students there are no difference fair score among the two groups. For the students who answer a five choice item, indicate that for high ability student, the use of PS and RS model have more fair score compare with CS model, but for PS model does not yield fair score difference compare with RS model. Meanwhile for low ability student there is no difference in fair score among the use of three models of scoring.Tujuan penelitian ini adalah untuk membandingkan ketidakwajaran skor berdasarkan Teori Responsi Butir ditinjau dari penggunaaan model penskoran dan jumlah pilihan jawaban pada tes pilihan ganda. Metode penelitian yang digunakan adalah quasi experiment. Variabel independen penelitian ini adalah model penskoran yang terdiri atas model penskoran jawaban benar (correct score), penskoran hukuman (punishment score), dan penskoran hadiah (reward score). Variabel independen lainnya adalah tes pilihan ganda dengan tiga pilihan dan lima pilihan jawaban. Untuk melihat perbandingan ini, peneliti membandingkan proporsi skor wajar yang dihitung menggunakan indeks kewajarangZ. Untuk siswa yang dikoreksi menggunakan model CS dibandingkan antara siswa yang menjawab tes dengan lima pilihan dan tiga pilihan. Untuk siswa yang mengerjakan tes lima pilihan dibandingan antara kelompok yang dikoreksi menggu-nakan CS, PS dan RS secara berpasangan. Hasil penelitian menunjukkan bahwa untuk siswa dengan kemampuan rendah (q <- 1), penggunaan model CS untuk siswa yang menjawab tes lima pilihan mempunyai skor yang lebih wajar dibandingkan dengan siswa yang mengerjakan tes tiga pilihan. Tetapi untuk siswa dengan kemampuan tinggi (q > 1) menunjukkan tidak ada perbedaan skor wajar diantara dua kelompok tersebut. Untuk siswa yang mejawab tes lima pilihan, hasil penelitian menunjukkan bahwa untuk siswa dengan kemampuan tinggi, siswa yang dikoreksi menggunaan model penskoran PS dan RS memiliki skor yang lebih wajar dibandingkan siswa yang dikoreksi menggunakan model CS. Tetapi untuk penskoran PS dibandingkan penskoran RS menghasilkan proporsi skor wajar yang tidak berbeda. Untuk siswa dengan kemampuan rendah ketiga model penskoran menghasilkan skor wajar yang tidak berbeda diantara ketiga model penskoran tersebut
PROGRAM PELATIHAN TUTOR UNIVERSITAS TERBUKA
Full text linkThe goal of this evaluation research on the Open University Tutor Training Program is to measure the worth of the program whether or not the program is successful to make the tutor in Universitas Terbuka professional in doing their duties in Tutorial Tatap Muka (TTM) or face to Face Tutorial. This evaluation reserach applied the CIPP model of Stufflebeam which was combined with the 3 Dimensions Cube Model of Hammond. The study concluded that: (1) the objective of the program had been initiated based on the tutors’ needs, the instructional analysis, and the poilcies taken out by the institution, (2) the training program had been arranged so that it could reach the objectives which were made. The training program also featured procedures and strategyc training activities though the training assignment draft was still on the process to gain its perfectness based on the participants’ competencies, (3) The training program had been implemented based on the training program concept which had been decided. However, some elements in the training program still had to be optimized in order to cover all the training materials, and (4) the result of the training program was it succeeded to gain the level of the participants’ ability. The result concluded that the training program gave contribution to participants experiements in the materials given.Tujuan evaluasi Program Pelatihan Tutor-Universitas Terbuka (UT) adalah untuk menilai sejauhmana Program Pelatihan Tutor-UT berhasil mempersiapkan peserta untuk menjadi tutor UT yang profesional dalam melaksanakan kegiatan Tutorial Tatap Muka (TTM). Evaluasi ini menerapkan model evaluasi CIPP (Stufflebeam) yang dikombinasikan dengan Kubus 3 Dimensi (Hammond). Kesimpulan dari studi ini adalah: 1) tujuan program pelatihan telah dirumuskan berdasarkan kebutuhan tutor, analisis instruksional, dan mengacu kepada kebijakan, 2) program pelatihan dirancang sesuai dengan tujuan yang telah dirumuskan, menggambarkan suatu prosedur dan strategi aktivitas pelatihan namun rancangan tugas pelatihan masih harus disempurnakan sesuai dengan kelengkapan kompetensi peserta, 3) program pelatihan telah diimplementasikan sesuai dengan rancangan program pelatihan tutor-UT, namun ada beberapa komponen program pelatihan yang masih perlu dioptimalkan dalam membahas seluruh materi, dan 4) hasil dari program pelatihan adalah pencapaian kemampuan peserta dan dapat disimpulkan bahwa program pelatihan tutor-UT memberikan pengalaman belajar kepada peserta selama peserta mengikuti program tersebut
EVALUASI PROGRAM PENDIDIKAN DAN PELATIHAN PIMPINAN ESELON III DI LINGKUNGAN KEMENTRIAN AGAMA RI
Full text linkThis is an evaluation study on the training program for the echelon III leader at the Ministry of Religious Affairs. This study utilizes the four levels of Kirkpatrick’s evaluation modelreaction, learning, behavior, and results. There are 30 respondents in this study; All of them are the echelon III leaders at the Ministry of Religious Affairs all over Indonesia. The finding of the study shows that the 23rd training program conducted by the center for education and training of the Ministry of Religious Affairs can be categorized well performed, since 85% of the projected program can be utilized, the substances of the training can be understood and applied at the participants’ work environment. However, this study also finds some parts of the training program that ought to be reformed in order to get a better result or outcomes in the future training program. The data informs us that the use of the outsider tutors is still important in order to get a broader knowledge for those who participate in the training and the facilities to support the training should be improved.This is an evaluation study on the training program for the echelon III leader at the Ministry of Religious Affairs. This study utilizes the four levels of Kirkpatrick’s evaluation modelreaction, learning, behavior, and results. There are 30 respondents in this study; All of them are the echelon III leaders at the Ministry of Religious Affairs all over Indonesia. The finding of the study shows that the 23rd training program conducted by the center for education and training of the Ministry of Religious Affairs can be categorized well performed, since 85% of the projected program can be utilized, the substances of the training can be understood and applied at the participants’ work environment. However, this study also finds some parts of the training program that ought to be reformed in order to get a better result or outcomes in the future training program. The data informs us that the use of the outsider tutors is still important in order to get a broader knowledge for those who participate in the training and the facilities to support the training should be improved
AKREDITASI TERHADAP KINERJA PENDIDIK DAN HASIL UJIAN NASIONAL MADRASAH
Full text linkMany efforts have been done by the government to improve the quality of education and one of them is accreditation program. This research is focused to identify the impact of accreditation on teachers’ performance and national examination score of Madrasah. The research used an ex post facto method to analyze past events and their time order to find out the influencing factors. The population of this study was 8.844 madrasah located in provinces of DKI Jakarta, Central Java, South Sulawesi, and South Sumatera. Using purposive sampling technique, 202 teachers from 73 madrasah representing those from the provinces mentioned were taken as the samples. Data analysis and interpretation suggest that: (1) From accreditation status point of view, there was no significant difference between teachers’ performances of accredited madrasah and those from non-accredited ones, (2) There was a significant difference between the teachers’ performance judging from the accreditation level point of view (on the scale of A, B, C, or D), between the teachers’ performance of madrasahs with A accreditation and B accreditation; and between the teachers’ performance of madrasah with A accreditation and C accreditation, (3) There was no significant differences between the teachers’ performance of madrasah with B accreditation and C accreditation, (4) there was a significant difference between the national examination score of accredited madrasah and the non-accreditation ones, and (5) There was no significant difference between national examination score of madrasahs with different accreditation scale of level (A, B, C, or D). Shortly, the accreditation has more influence on the teachers’ performances than on the national examination scores.Penelitian ini bertujuan untuk mengidentifikasi dampak akreditasi pada kinerja guru dan skor Ujian Nasional madrasah. Penelitian ini menggunakan metode ex post facto pengambilan sampel menggunakan teknik purposive sampling. Analisis dan interpretasi data menunjukkan bahwa: (1) dari titik pandang status akreditasi, tidak ada perbedaan signifikan antara kinerja guru madrasah terakreditasi dan orang-orang dari non-terakreditasi, (2) ada perbedaan yang signifikan antara guru menilai kinerja dari sudut pandang tingkat akreditasi (pada skala A, B, C, atau D), antara guru kinerja madrasah dengan akreditasi A dan akreditasi B dan antara kinerja guru madrasah dengan akreditasi A dan akreditasi C, (3) tidak ada perbedaan yang signifikan antara kinerja guru madrasah dengan akreditasi B dan akreditasi C, (4) ada perbedaan yang signifikan antara nilai Ujian Nasional madrasah terakreditasi dan yang tidak terakreditasi, dan (5) tidak ada perbedaan yang signifikan antara skor Ujian Nasional madrasah dengan skala yang berbeda tingkat akreditasi (A, B, C, atau D). Dapat dikatakan, akreditasi telah lebih berpengaruh pada kinerja guru dari pada nilai Ujian Nasional
PENDETEKSIAN CROSSING DIFFERENTIAL ITEM FUNCTIONING (CDIF): BERDASARKAN TEORI RESPONSI BUTIR
Full text linkThe objective of this study was to find out the empirical data of the index of crossing Differential Item Functioning (DIF) and the difference of sensitivity among methods in detecting crossing DIF according to the Item Response Theory. The study used quasi experimental methods with 1 x 3 designs. The independent variables were Raju’s area measure, Lord’s chi-square, likelihood ratio test, and sample size, while the dependent variable was index of crossing DIF. Methods for detecting uniform DIF had been well developed, where as those for identifying the presence of crossing DIF had not. The three methods compared were Raju’s area measure, Lord’s chi-square, and likelihood ratio test. Factors manipulated were sample size, ability differences between two groups, percentage of DIF, and the examinee’s response. The results indicated that all methods were good for the detection of crossing DIF, but Raju’s area measure was the most sensitive among those methods compared. Besides, there was no DIF caused by gender differences among the examinees with great ability.Tujuan utama dari penelitian ini adalah untuk mendapatkan data empirik tentang indek dari crossing differential item functioning (CDIF) dan perbedaan sensitifitas antara metode pendeteksian CDIP berdasarkan teori responsi butir. Penelitian ini menggunakan metode kuasi eksperimen dengan desain 1 x 3. Variabel bebas adalah Luasan menurut Raju, Khi-kuadrat menurut Lord, tes rasio kebolehjadian, serta ukuran sampel, sedangkan variabel terikatnya adalah indek CDIF. Metode untuk pendeteksian uniform DIF telah banyak dikembangkan, sedangkan untuk pendeteksian CDIF belum banyak dikembangkan. Ketiga metode yang dibandingkan adalah Luasan menurut Raju, Khi-kuadrat menurut Lord, dan Tes Rasio Kebolehjadian. Faktor yang dimanipulasi adalah ukuran sampel, perbedaan kemampuan responden dari dua kelompok, persentase CDIF, serta hasil tes responden. Hasil penelitian menunjukkan bahwa ketiga metode dapat digunakan untuk pendeteksian CDIF, tetapi Metode Luasan menurut Raju sangat sensitif dalam mendeteksi CDIF dibandingkan dengan kedua metode yang lain. Disamping itu tidak ada DIF yang disebabkan perbedaan gender pada tingkat kemampuan tinggi
EVALUASI PROGRAM PENGEMBANGAN DAN IMPLEMENTASI KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)
Full text linkThe purpose of this research is to measure the worth of the development and implementation of KTSP at SMPN 285 Pulau Untung Jawa in Administrative Regency of Kepulauan Seribu Province of DKI Jakarta. This evaluation research applied the CIPPO model evaluation which meant Context, Input, Process, Product, and Outcome. The result was categorized into three, i.e. high criteria, moderate criteria, and low criteria. The result also showed that (1) there were two aspects which had moderate level of actuality and one aspect with low actuality in sub evaluation of context, (2) there were sic aspects which had low level of actuality and two aspects with moderate level of actulity in sub evaluation of input, and (3) all aspects had low level of actuality in sub evaluation process, (4) all aspects had moderate level of actuality in sub evaluation of product, and (5) there were two aspects which had high level of actuality and one aspect with low level of actuality in sub evaluation of effect. The result of this study showed that the development and implementatio of KTSP in SMPN 285 Pulau untung Jawa at Kepulauan Seribu of DKI Jakarta Province was not optimal yet.Penelitian ini bertujuan untuk mengevaluasi program mengenai pengembangan dan implementasi KTSP di SMPN 285 Pulau Untung Jawa Kabupaten Administratif Kepulauan Seribu Provinsi DKI Jakarta dengan menggunakan model evaluasi CIPPO, yaitu Contex, Input, Proces Product dan Outcome. Hasil dikelompokkan dengan kriteria tinggi, sedang dan rendah menunjukkan bahwa: ada dua aspek memiliki tingkat aktualisasi sedang dan satu aspek memiliki tingkat aktualisasi tinggi pada sub evaluasi konteks; ada enam aspek memiliki tingkat aktualisasi rendah dan dua aspek memiliki tingkat aktualisasi tinggi, pada sub evaluasi input; semua aspek memiliki tingkat aktualisasi rendah pada sub evaluasi proses; semua aspek memiliki tingkat aktualisasi sedang pada sub evaluasi produk; dan ada dua aspek memiliki aktualisasi tinggi serta satu aspek memiliki tingkat aktualisasi rendah dan pada sub evaluasi dampak. Hasil penelitian menyimpulkan pengembangan dan implementasi KTSP di SMPN 285 Pulau Untung Jawa Kepulauan Seribu Provinsi DKI Jakarta belum optimal