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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Amelia Vinayastri
Universitas Muhammadiyah Prof. DR. HAMKA
Education Social Sciences Other

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EVALUATION OF THE IMPLEMENTATION OF THE AGILE EDUCATION FRAMEWORK IN DEVELOPING STUDENTS' ACADEMIC RESILIENCE AT PKBM FLEXI SCHOOL Vina Maysari; Amelia Vinayastri; Sigit Muryono
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7219

Abstract

Currently, there has been no comprehensive evaluation of the effectiveness of the framework's implementation in developing students' academic resilience. This study aims to evaluate the application of the Agile Education Framework in developing students' academic resilience at PKBM Flexi School through the CIPP (Context, Input, Process, Product) evaluation model. This study is a qualitative study involving several evaluation subjects such as the principal, teachers, and students. The study was conducted at PKBM Flexi School, Tangerang, Indonesia. Data collection techniques included interviews. Data were validated by triangulation of techniques and sources. Data were analyzed using interactive analysis through data reduction, data presentation, and drawing and testing conclusions. The results of the study indicate that the first component of the context indicates that the implementation of the Agile Education Framework in PKBM Flexi School has a strong philosophical, regulatory, and institutional foundation. The second component of the input indicates that the readiness of human resources, facilities, and funding at PKBM Flexi School to support the implementation of Agile Education. The third component of the process in the implementation of the Agile Education Framework in PKBM Flexi School shows a dynamic, adaptive, and student-centered learning process. The fourth component of the product shows that the implementation of Agile Education has a significant impact on the development of students' academic resilience. Overall, the evaluation of the implementation of the Agile Education Framework has a positive contribution to the development of students' academic resilience.
Evaluation of the Competency Improvement Program for Teachers of Students with Intellectual Disabilities in Reproductive Health Education Sri Roswati; Amelia Vinayastri; Ermawati Ermawati
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 12, No 2 (2025): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v12i22025p%p

Abstract

This study evaluates the implementation quality of the Special Education Teacher Competency Improvement Program in Reproductive Health Education organized by the Ministry of Education, Culture, Research, and Technology. Using the Kirkpatrick evaluation model, the study examines four levels: participant reactions, learning outcomes, behavioral changes, and program results. A mixed-methods approach was employed, involving questionnaires, interviews, classroom observations, analysis of student learning outcomes, and program documentation. Participants included 9 master teachers and 42 partner teachers. The findings indicate high levels of teacher enthusiasm and satisfaction, with training materials perceived as relevant and practical. Significant improvements were observed in teachers’ knowledge, attitudes, and instructional skills, accompanied by observable changes in classroom practices, including lesson planning, assessment, and the use of contextual learning media. The program positively impacted students with intellectual disabilities by enhancing understanding, learning motivation, and self-protection skills. It also strengthened collaboration among teachers, parents, school leaders, and health professionals. Overall, the program was systematically designed, responsive to teachers’ needs, and underscores the importance of sustained mentoring and the strategic role of master teachers in ensuring program sustainability
Co-Authors Ermawati Ermawati Sigit Muryono Sri Roswati Vina Maysari