Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Educatoria : Jurnal Ilmiah Ilmu Pendidikan
Candra Candra
Program Studi Magister Administrasi Pendidikan, Program Pascasarjana, Universitas Mataram, Jalan Pendidikan Nomor 37, Mataram, Nusa Tenggara Barat 83125, Indonesia
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Evaluasi Efektivitas Pelatihan Pembelajaran Mendalam Menggunakan Model Kirkpatrick pada Guru di SMAN 4 Mataram Putu Wiwik Puspa Darmayanti; Uswatun Hasanah; Nada Sobah; Suhaili Suhaili; Candra Candra
Educatoria : Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/educatoria.v6i3.1312

Abstract

This research is motivated by the low level of higher-order thinking skills of students, which indicates the need for learning innovation through a deep learning pedagogy approach. In this context, teacher training is an important strategy to improve the quality of learning. This study aims to evaluate the effectiveness of a deep learning training program for teachers at SMAN 4 Mataram using the Kirkpatrick model. This study uses a mixed methods approach with a descriptive evaluative design. Data were collected through questionnaires, pretests, and posttests, as well as open-ended questions, then analyzed using descriptive statistics and thematic analysis. The results showed that the training was effective at all Kirkpatrick levels, namely reaction, learning, behavior, and results. The level of participant satisfaction reached 91%, categorized as very high. Participants' learning outcomes increased significantly, indicated by an average pretest score of 56, increasing to 82 in the posttest. There was a change in learning practices that were more interactive, reflective, and student-centered, and had a positive impact on the quality of learning in the classroom. These findings indicate that deep learning training is effective in improving teacher competence and the quality of learning. Thus, systematically designed and sustainable training can be an effective strategy to support improving the quality of education.
Evaluasi Program Teaching Factory terhadap Kompetensi Pedagogik Guru Mata Pelajaran Produktif SMKN 1 Tanjung Menggunakan Model Kirkpatrick Rizza Maria Ulfa; Sy. Mawaddah Al Idrus; Ni Luh Tri Dewi Damayanti; Widi Ikhtiari Ahmad; Muhammad Muhammad; Candra Candra
Educatoria : Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/educatoria.v6i3.1314

Abstract

This study aims to evaluate the implementation of the Teaching Factory (TeFa) program in relation to the pedagogical competence of productive subject teachers at SMKN 1 Tanjung using the Kirkpatrick evaluation model. This study employed a qualitative approach through observation, interviews, and documentation. The results indicate that the teaching factory program encourages changes in learning practices toward a more contextual, authentic, and experience-based approach. However, these changes have not been consistently implemented due to limitations at the individual teacher level and institutional support. Evaluation based on the Kirkpatrick model indicates that the program's impact is strongest at the level of reactions and learning, but not yet optimal at the level of behavior and outcomes. These findings confirm that the implementation of the teaching factory has not been fully internalized in daily learning practices. This study concludes that the success of the teaching factory program is not solely determined by the program design but is highly dependent on teachers' reflective ability to continuously reconstruct their pedagogical practices.
Co-Authors Muhammad Muhammad Nada Sobah Ni Luh Tri Dewi Damayanti Putu Wiwik Puspa Darmayanti Rizza Maria Ulfa Suhaili Suhaili Sy. Mawaddah Al Idrus Uswatun Hasanah Widi Ikhtiari Ahmad