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EVALUASI PROGRAM PENDIDIKAN BERBASIS LAPORAN AKUNTABILITAS KINERJA INSTANSI PEMERINTAH FAISAL MADANI
Jurnal Evaluasi Pendidikan Vol 2 No 2 (2011): JURNAL EVALUASI PENDIDIKAN
Publisher : PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN

The 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 LAKIPâ€™s role. The problems were: (1) some government employees still had low knowledge on the LAKIPâ€™s role and function, and (2) LAKIPâ€™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 staffâ€™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.

ICT Literacy for Indonesian Workers in Singapore Mutia Delina; Bambang Iswanto; Lipur Sugiyanta; Faisal Madani; Surano Muhasyah; Muhammad Ilham Fauzi; Ahmad Fauzan
PERDULI: Jurnal Pengabdian kepada Masyarakat Vol 2 No 01 (2021): Jurnal PERDULI: Jurnal Pengabdian kepada Masyarakat
Publisher : LPPM Universitas Negeri Jakarta

Information and communication technology (ICT) has become an essential aspect of modern life. Everybody has to deal with ICT, especially for work. In Asia, ICT skills involve five main aspects: software development, ICT project management, enterprise architecture design, network and system administration, and information system and network security. Every year Indonesia sends workers to Singapore. In contrast, most of those workers are skilled workers for the household which their job responsibilities are taking care of the house, babysitting, taking care of the elderly and drivers. However, some of them have ICT skills, and some others do not have them. Therefore, Universitas Negeri Jakarta conducted a webinar on "the success key of digital technology utilization" to enhance the Indonesia Worker's comprehension of ICT literacy, which was participated by 210 Indonesian workers in Singapore. The webinar was divided into three parts, pre-test, speaker presentation, and post-test. The results showed that there was an increment of participant comprehension on ICT literacy after the webinar.

Analisisis Assesmen Autentik Pembelajaran Matematika Sekolah Dasar AM. Mega Purnamatati Mega; Faisal Madani
Jurnal Elementaria Edukasia Vol. 6 No. 2 (2023): juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v6i2.5659

Learning and assessment are inseparable parts because educators and students need to understand the intended competencies so that the planning, process, and evaluation of learning can be attempted by educators to achieve these competencies. Elementary School Mathematics” which is about (1) the implementation of authentic assessments of elementary school mathematics learning; (2) The benefits of authentic assessment of elementary school mathematics learning; (3) The impact of an authentic assessment of elementary school mathematics learning. This research uses a qualitative method with a case study approach. The data collection techniques used in this study were interviews and observations of 6 teachers from two different schools, namely SDN LULUT 05 and SDN LULUT 02, in this study, it was found that each teacher had their way of implementing authentic assessments in learning elementary school mathematics which is adjusted to what will be measured (cognitive, affective, psychomotor aspects), learning outcomes, learning objectives and materials, assessments or assessments of students in the learning process are of increasing quality. And the positive impact obtained increases learning motivation improves the quality of learning, fosters critical thinking skills and analysis, and improves students' ability to solve problems related to mathematics.

Analisisis Assesmen Autentik Pembelajaran Matematika Sekolah Dasar Mega, AM. Mega Purnamatati; Faisal Madani
Jurnal Elementaria Edukasia Vol. 6 No. 2 (2023): Juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v6i2.5659

Learning and assessment are inseparable parts because educators and students need to understand the intended competencies so that the planning, process, and evaluation of learning can be attempted by educators to achieve these competencies. Elementary School Mathematics” which is about (1) the implementation of authentic assessments of elementary school mathematics learning; (2) The benefits of authentic assessment of elementary school mathematics learning; (3) The impact of an authentic assessment of elementary school mathematics learning. This research uses a qualitative method with a case study approach. The data collection techniques used in this study were interviews and observations of 6 teachers from two different schools, namely SDN LULUT 05 and SDN LULUT 02, in this study, it was found that each teacher had their way of implementing authentic assessments in learning elementary school mathematics which is adjusted to what will be measured (cognitive, affective, psychomotor aspects), learning outcomes, learning objectives and materials, assessments or assessments of students in the learning process are of increasing quality. And the positive impact obtained increases learning motivation improves the quality of learning, fosters critical thinking skills and analysis, and improves students' ability to solve problems related to mathematics.

The Effect of Schema-Based Instruction to Improve Mathematics Problem-Solving Ability of Elementry Students Abolla, Monica Bellandina; Yurniwati Yurniwati; Faisal Madani
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): Juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i2.9439

Mathematical problem-solving ability is one of the skills that need to be taught to students since learning in elementary school. Mathematical problem-solving ability can be known from students' understanding of the information known and asked in the problem. They are also expected to be able to plan problem-solving strategies and perform appropriate calculation operations. Fifth-grade students of public elementary schools in Kupang City, East Nusa Tenggara still have difficulty solving problem solving problems. For this reason, the Schema Based Instruction (SBI) method was applied to improve students' mathematics problem-solving skills. This study aims to determine the effect of the SBI method on the mathematical problem-solving ability of fifth-grade elementary school students. This research used an experimental method with research design is posttest-only control group design. The research was conducted in class V in one of the public schools in Kelapa Lima District, Kupang City, NTT. The research instrument was a post-test question in the form of an essay of six numbers. The post-test results were tested using the T-test and post-hock to determine whether there was an effect of the SBI method on mathematical problem-solving skills. The calculation results show that the learning outcomes of students who learn using the SBI method are higher than students who learn using the expository method. It can be concluded that the SBI method can be used as one of the references for learning methods that can be used in learning mathematics in elementary schools to improve mathematical problem-solving skills. Keywords: Schema Based Instruction, Mathematics Problem-Solving Ability, Elementry School

THE AUTHENTIC ASSESSMENT IN IMPLEMENTATION INDEPENDENT CURRICULUM AS BEST PRACTICE WORKSHOP QUIZIZZ FOR TEACHERS AT ELEMENTARY SCHOOL Indri Pudjiati; Faisal Madani
Jurnal Cakrawala Pendas Vol. 10 No. 1 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v10i1.7711

The problems after the COVID-19 pandemic regarding learning loss and gaps in teaching and learning activities carried out by teachers on students are related to technological adaptation, where teachers need to build learning communities in self-development. This research is motivated by self-development activities for educators, especially teachers, to build various learning communities with a common vision for student-centered learning. This study aims to describe the authentic assessment in the implementation of The Independent curriculum as a good practice in the form of a Quizizz workshop for elementary school teachers in the District Citeureup Bogor regency. The research method used is descriptive qualitative research, with a phenomenological approach. Phenomenological observed in this study in the form of activities sharing good practices Quizizz workshop as the implementation of an independent curriculum for elementary school teachers conducted face-to-face/offline in target schools. Data collection techniques are observation and interview. The source of data in this study came from primary data in the form of interviews and secondary data in the form of good practice documents from the Quizizz workshop. Based on the implementation of good practices that have been done, it can be concluded: 1) this activity has been able to improve teacher performance and understanding of the implementation of The Independent curriculum; 2) foster positive awareness and increase teacher knowledge of the skills to prepare authentic assessments assisted by the Quizizz application as an implementation of The Independent curriculum; 3) encourage teacher awareness in sharing good learning practices that build learning communities for elementary school teachers. The results showed that the Quizizz workshop can be a good practice to facilitate teachers in conducting authentic assessments.

The Strategy of Continuous Professional Development Program for Elementary School Teachers on Pedagogical Competencies Hikmawati Risa; Nurjannah; Faisal Madani
Jurnal Elementaria Edukasia Vol. 7 No. 4 (2024): Desember
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i4.11131

Professional teachers participate in creating a fun and meaningful learning process that fosters a love of learning in students. Continuous professional development provides space for students to grow and develop in learning through achieving pedagogical competence. However, the problem found is that the quality of interaction that supports students in learning by constructing knowledge has not been created and the planning and implementation of sustainable professional development has not been based on teacher needs, so that teacher involvement in working groups is relatively small. Therefore, this research aims to analyse strategies for developing sustainable professional programs and contribution programs to the pedagogical competence of SDIT Al Kawaakib teachers. The research method used is qualitative with a case study approach. Data collection was carried out through interviews, observation and documentation. The informants in this research were school principals and teachers. The research findings obtained are that continuous professional development contributes to teachers' pedagogical competence and strategies carried out through learning communities with collaborative and participatory work approaches related to learning practices to stimulate teachers' reflective abilities. The next recommendation that can be made is a sustainable professional development strategy that can contribute to pedagogical competence through teacher scientific work to determine the effectiveness of learning.

Pendampingan Penyusunan Instrumen Baku Mata Pelajaran Untuk Bank Soal Aplikasi Adaptif Test Bagi Guru Sma Nurul Iman Islamic Boarding School Parung Kab. Bogor Anan Sutisna; Aip Badrujaman; Dinny Devi Triana; Mahdiyah; Faisal Madani
Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Vol. 6 No. 1 (2025): PROSIDING SEMINAR NASIONAL PENGABDIAN KEPADA MASYARAKAT - SNPPM2025
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Tujuan paper ini melakukan pendampingan penyususan instrumen baku mata pelajaran yang akan diinput dalam Bank Soal Aplikasi Adaptive Test bagi guru-guru SMA di Yayasan Al-Ashriyyah Nurul Iman Islamic Boarding School – Parung Kab. Bogor. Permasalahan yang ada berhubungan dengan profesionalisme guru dalam penyususan instrumen baku mata pelajaran, diantaranya dalam merencanakan penyusunan instrumen baku mata pelajaran untuk tes adaptive, karena selama ini instrumen penilaian yang digunakan soal tes yang belum terkalibrasi. Metode yang digunakan dalam pendampingan adalah workshop dengan teknik hybrid yang diikuti 25 orang guru SMA Nurul Iman. Hasil pendampingan menunjukkan bahwa pemahaman perencanaan penyusunan soal baku mata pelajaran bagi 25 orang guru sebesar 21% paham, 41% ragu-ragu dan 38% tidak paham dengan indikator: (1) Pengertian soal baku, (2) Syarat soal baku, (3) Kisi-kis pengembangan soal baku, (4) Langkah-langkah penyusunan soal baku, (5) Uji validitas &reliabilitasi soal, (6) Tingkat kesukaran butir, (7) Tingkat daya beda soal dan (8) Bentuk & jenis soal. Sedangkan hasil penyusunan soal baku sebanyak 2 set rumpun eksak dan soshum dengan tingkat kesukaran muda, sedang dan sukar diinput pada bank soal apalikasi adaptive test untuk mengukur hasil belajar literasi-numerasi siswa. Abstract The purpose of this paper is to provide assistance in the development of standard subject instruments to be input into the Adaptive Test Application Question Bank for high school teachers at the Al-Ashriyyah Nurul Iman Islamic Boarding School Foundation – Parung, Bogor Regency. The existing issues relate to teacher professionalism in developing standard subject instruments, including planning the development of standard subject instruments for adaptive tests, as the assessment instruments used to date have used uncalibrated test questions. The method used in the mentoring was a workshop using a hybrid technique, attended by 25 teachers at Nurul Iman High School. The mentoring results showed that 21% of 25 teachers understood the planning for developing standard subject questions, 41% were unsure, and 38% did not understand the following indicators: (1) Definition of standard questions, (2) Requirements for standard questions, (3) Framework for developing standard questions, (4) Steps for developing standard questions, (5) Validity and reliability testing of questions, (6) Item difficulty level, (7) Distinctive power level of questions, and (8) Questionformat and type. The results of the standard questions, consisting of two sets of exact sciences and social sciences groups with easy, medium, and difficult difficulty levels, were input into the adaptive test application's question bank to measure students' literacy and numeracy learning outcomes.

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