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p-Index From 2021 - 2026
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All Journal Wacana Akademika : Majalah Ilmiah Kependidikan Women, Education, and Social Welfare
Nasib Wasito
Universitas Lampung
Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Pengembangan Model Diklat Blended Learning Untuk Peningkatan Kompetensi Pengelolaan PAUD di Balai Pengembangan PAUD Dan Pendidikan Masyarakat Provinsi Lampung Nasib Wasito; R Riswandi; H Herpratiwi
WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 6 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

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Abstract

The purpose of this study is to describe the blended learning education and training model to improve PAUD management competence at the PAUD development and community education center in Lampung province. This type of research is Research and Development (R&D) with the development model used is the development of the Dick & Carey model. The research was conducted at the Center for PAUD development and community education in Lampung Province. The instruments used to obtain data include interview guidelines, observation sheets, and questionnaire sheets. The analysis used is descriptive analysis by making a validation analysis of the product developed and an analysis of increasing competence. The results showed that the resulting product development in the form of a blended learning training model to improve the competence of PAUD managers was feasible and attractive and effectively applied in the PAUD development center and community education in Lampung province.
Assessment Practices of Elementary School Teachers Based on Competency Mapping: An Equity-Oriented Perspective for Supporting Deep Learning Nasib Wasito; Herpratiwi
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): March 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i1.409

Abstract

Assessment and feedback play a critical role in supporting meaningful learning and promoting students’ higher-order thinking skills; however, many elementary school teachers continue to experience difficulties in designing student-centered assessments that support deep learning processes. This study aims to analyze elementary school teachers’ assessment practices based on competency mapping within a deep learning perspective and an equity-oriented framework of teacher professional development. The study employed a quantitative descriptive approach using secondary data from teacher competency mapping conducted by Balai GTK Lampung in 2025 involving 19,384 elementary school teachers. Data were analyzed using descriptive statistical techniques to examine the distribution of pedagogical competencies, particularly in the assessment domain. The findings indicate that teachers demonstrate relatively adequate competence in establishing safe learning environments and implementing student-centered learning, while competencies related to formative assessment design and feedback provision remain comparatively lower than other pedagogical domains. These results suggest that assessment literacy supporting deep learning has not yet been optimally implemented in elementary classrooms and requires targeted professional development interventions. From an inclusive education perspective, strengthening assessment competence is essential for improving equitable classroom participation and supporting teachers’ instructional agency and professional wellbeing. This study contributes to the literature by providing large-scale competency mapping evidence on teachers’ assessment practices and highlighting assessment literacy as a strategic component of welfare-oriented and equity-responsive teacher development aligned with Sustainable Development Goals 4 and 5.
Co-Authors R Riswandi