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All Journal Journal of Educational Science and Technology MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran JKP | JURNAL KEPEMIMPINAN PENDIDIKAN Educenter: Jurnal Ilmiah Pendidikan JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Community Empowerment Journal EDUCENTER JURNAL PENDIDIKAN
MULJONO, Hery
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah

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Evaluation of Inclusion Education at SMP Negeri 21 North Jakarta Mardiawati*, Nuramaliah; Muljono, Hery; Syarif, Moh.Suryadi
JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Vol 8, No 4 (2023): Agustus, Social Religious, History of low, Social Econmic and Humanities
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jimps.v8i4.27733

Abstract

This study aims to find information about the design, installation, processes, products, and benefits of inclusive education at SMP Negeri 21. The evaluation model used is the Discrepancy Evaluation Model which includes five stages: (1) design, (2) installation, (3) process, (4) product, and (5) benefit. The method used is descriptive qualitative which includes data collection using observation, interviews, and documentation. The results of the study can be concluded based on the evaluation of the gaps in stage (1) of the design evaluation, namely that there are no gaps in implementing inclusive education according to the goals of inclusive education. In stage (2) of the installation evaluation, there are gaps in five aspects, namely curriculum, financing, teaching staff, and support infrastructure or cooperation from the school community. In stage (3) process evaluation there are gaps in three aspects, namely learning activities, expert teaching staff, and infrastructure. In stage (4) product evaluation, there are gaps in aspects of academic and non-academic assessments. Lastly, in stage (5) a comparative evaluation of the benefits of inclusive education for schools, that there are differences in the learning-teaching activities for inclusive students and the benefits for inclusive students themselves, there is a behavior change that is better than before.
Evaluation of the Implementation of Digital Literacy Programs in Improving School Quality at SD Negeri Rempoa 01 South Tangerang City Sari*, Ika Puspita; Syarif, Moh. Suryadi; Muljono, Hery
JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Vol 8, No 4 (2023): Agustus, Social Religious, History of low, Social Econmic and Humanities
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jimps.v8i4.27736

Abstract

The purpose of this research is to evaluate the Implementation of the Digital Literacy Program to Improve School Quality at SD Negeri Rempoa 01. This research used a CIPP evaluation model which includes four aspects: (1) context, (2) input, (3) process, and (4) product. The data were collected through interviews, observation, and documentation. The interview was conducted with the School Principal, Homeroom Teacher, and ICT Teacher. The data were analyzed qualitatively using the Interactive Analysis Model by Miles and Huberman which consists of gathering data, reducing data, displaying data, and drawing conclusions. The results of the study show that: (1) Aspects of context evaluation, the digital literacy program at SD Negeri Rempoa 01 Kota Tangerang Selatan is not by the vision, mission, goals, and objectives of the existing programs at the school. The results of the SWOT analysis, an internal lack of strength and an external lack of opportunities. 2) In the input evaluation aspect, school-owned supporting resources exist but are not by the provisions. This can be seen from the incomplete curriculum, teaching materials, and media. (3) In The process evaluation aspect, teachers have appropriate academic qualifications but they are not optimal in guiding the process of implementing their learning to help the students be more critical, creative, and innovative in making learning work. (4) ) Aspects of product evaluation include students' attitudes, knowledge, and skills, namely being more responsible for digital literacy activities, but in terms of knowledge competency still needs to be improved. The results of student academic achievement based on the value of the Minimum Competency Assessment (AKM) which is part of the National Assessment (AN) in exchange for the National Examination (UN) show that the acquisition of advanced literacy proficiency scores is 3.45%, proficient is 86.21%, basic is 6.9%. The results concluded that 89.66% of students had a proficient or proficient level of competence.
Co-Authors AGUSTIANI, Elvi Aldi, Ahmad Aprilia Fitri, Annisa Bunyamin Bunyamin Ernianis, Ernianis FASIKHI, Fasikhi Fetrimen, Fetrimen Fitri, Annisa Aprilia Ghani, Rahman Imas Ratna Ermawaty, Imas Ratna Mardiawati*, Nuramaliah Rismita, Rismita Safi'i, Imam Safi’i, Imam Sari*, Ika Puspita SASETIO, Dwi Renggo Setyowati, Elis Sobri Sobri Somariah Fitriani Syarif, Moh. Suryadi Syarif, Moh.Suryadi