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All Journal Jurnal Pendidikan Anak Pendas : Jurnah Ilmiah Pendidikan Dasar
Ani Sumarni
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Empati Anak Usia 5-6 Tahun Ani Sumarni; Ari Sofia; Vivi Irzalinda
Jurnal PG-PAUD Vol 6, No 2 (2020): Jurnal Pendidikan Anak
Publisher : FKIP UNILA

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Abstract

The aimed of the study to describe the empathy of children aged 5-6 years. The writer used a descriptive quantitative method. The sample of the study was 41 children aged 5-6 years from Kindergarten in Segala Mider Village of Bandar Lampung which took by using purposive sampling. In collecting data the writer used observation. Analyzing the data was used descriptive analysis. The results showed that most of the children had empathy in the low category (4,46 percent).Penelitian ini bertujuan untuk mendeskripsikan empati anak usia 5-6 tahun. Peneliti menggunakan metode penelitian deskriptif kuantitatif. Sampel penelitian diambil menggunakan purposive sampling sebanyak 41 anak usia 5-6 tahun di Taman Kanak-Kanak (TK) Kelurahan Segala Mider Kota Bandar Lampung. Teknik pengumpulan data yang digunakan yaitu observasi. Analisis data menggunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa sebagian besar anak memiliki empati berada pada kategori rendah (41,46 persen).Kata kunci : anak usia dini, empati. dimensi afeksi.DOI: http://dx.doi.org/10.23960/jpa.v6n2.22260
IMPLEMENTASI MODEL EVALUASI PENDIDIKAN BERBASIS FORMATIF–SUMATIF, CIPP, OUTCOME, DAN PENDEKATAN PARTISIPATIF (STUDI KASUS DI MADRASAH IBTIDAIYAH AL-MUJTAHIDIN PADALARANG) Ani Sumarni; Mulyawan Safwandy Nugraha
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50296

Abstract

This study examines the implementation of an integrated educational evaluation model combining formative–summative assessment, the CIPP (Context, Input, Process, Product) model, outcome-based evaluation, and a participatory approach at Madrasah Ibtidaiyah Al-Mujtahidin Padalarang. The research is grounded in the growing need for comprehensive evaluation practices that not only measure learning outcomes but also improve the quality of educational processes and stakeholder engagement. The objective of this study is to explore how these evaluation models are applied in practice and how they contribute to school improvement. A qualitative case study design was employed, involving interviews, observations, and document analysis with teachers, school leaders, and community representatives. The findings reveal that formative and summative evaluations are used in a complementary manner to monitor student progress, while the CIPP framework helps guide institutional decision-making. The outcome-based approach ensures alignment between learning objectives and results, and the participatory approach strengthens collaboration among stakeholders. In addition, the integration of these models encourages reflective practices among teachers and supports more adaptive instructional strategies in response to student needs. However, challenges were identified in terms of consistency, teacher readiness, and limited evaluation training. The study concludes that integrating multiple evaluation models can enhance the effectiveness of educational assessment when supported by continuous professional development and institutional commitment. This approach offers a practical framework for improving both learning quality and school governance in similar educational settings.
IMPLEMENTASI MODEL EVALUASI PENDIDIKAN INTEGRATIF DI MADRASAH IBTIDAIYAH: STUDI KASUS MI AL-MUJTAHIDIN PADALARANG Ani sumarni; Mulyawan Safwandy Nugraha
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54062

Abstract

This study examines the implementation of an integrated educational evaluation model combining formative–summative assessment, the CIPP (Context, Input, Process, Product) model, outcome-based evaluation, and a participatory approach at Madrasah Ibtidaiyah Al-Mujtahidin Padalarang. The research is grounded in the growing need for comprehensive evaluation practices that not only measure learning outcomes but also improve the quality of educational processes and stakeholder engagement. The objective of this study is to explore how these evaluation models are applied in practice and how they contribute to school improvement. A qualitative case study design was employed, involving interviews, observations, and document analysis with teachers, school leaders, and community representatives. The findings reveal that formative and summative evaluations are used in a complementary manner to monitor student progress, while the CIPP framework helps guide institutional decision-making. The outcome-based approach ensures alignment between learning objectives and results, and the participatory approach strengthens collaboration among stakeholders. In addition, the integration of these models encourages reflective practices among teachers and supports more adaptive instructional strategies in response to student needs. However, challenges were identified in terms of consistency, teacher readiness, and limited evaluation training. The study concludes that integrating multiple evaluation models can enhance the effectiveness of educational assessment when supported by continuous professional development and institutional commitment. This approach offers a practical framework for improving both learning quality and school governance in similar educational settings.
Co-Authors Ari Sofia Mulyawan Safwandy Nugraha Vivi Irzalinda