Garuda - Garba Rujukan Digital

Endang Suparman

Institute BRI Jakarta

Author-ID : 4368554

Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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EVALUATION OF LEARNING PROGRAMS WITH THE CIPP MODEL IN COLLEGE A THEORETICAL REVIEW Endang Suparman; Karja Sangadji
International Journal of Education, Information Technology, and Others Vol 2 No 1 (2019): International Journal of Education, Information Technology, and Others
Publisher : Peneliti.net

Evaluation as a process of determining at what level educational goals are actually realized. Program evaluation is an "effort to find out the level of implementation of a policy carefully by knowing the effectiveness of each component. Abbreviations of the concept of evaluation of the CIPP model (Context, Input, Process, and Product) The concept of the CIPP Stufflebeam model with the view that the important purpose of evaluation is not prove but to improve. The CIPP concept is as follows: context evaluation is intended to assess the situation that is being carried out by an educational institution. Input evaluation is to give consideration to the success of the curriculum. Process evaluation is about implementing an innovation curriculum. Evaluation of the results of the main objective is to determine the extent to which the learning program implemented has been able to meet the needs of groups who use it. The fourth evaluation is a series of wholeness. Evaluation of learning programs using the CIPP model developed and implemented by lecturers in tertiary institutions should reach an assessment of: (1) learning designs that include competencies developed, selected learning strategies, and program content, (2) implementation of learning programs or quality of learning, and (3) learning program results

MOBILE LEARNING TO LEARNINGS: FUNCTION AND BENEFITS Endang Suparman; Kapraja Sangadji
International Journal of Education, Information Technology, and Others Vol 2 No 2 (2019): International Journal of Education, Information Technology, and Others
Publisher : Peneliti.net

Mobile learning as the intersection of mobile computing and e-learning: accessible resources wherever you are, strong search capabilities, rich interaction, powerful support for effective learning, and performance-based assessment. In the concept of learning mobile learning brings the benefits of the availability of teaching materials that can be accessed at any time and visualization of interesting material. The important thing to note is that not every teaching material is suitable to use mobile learning. The greatest added value of mobile learning vis-a-vis PC learning lies in the aspects that extend classroom interaction to other locations via communication networks. There are three functions of Mobile Learning in classroom learning activities (classroom instruction), namely as supplementary which is optional, complementary, or substitute

Effects Use of Information And Technology Learning Communication Toward Students 'Achievement Knowledge Science in Vocational Schools Jakarta Endang Suparman; Kapraja Sangadji
International Journal of Education, Information Technology, and Others Vol 3 No 1 (2020): International Journal of Education, Information Technology, and Others
Publisher : Peneliti.net

This study aims to determine: 1) teachers 'perceptions about the use of ICT, 2) the ability of lecturers to develop ICT, and 3) The effect of lecturers' perceptions about the use of ICT and the ability of lecturers to develop ICT-based learning on student learning. Achievements in science subjects in vocational high schools in Jakarta. This research uses a quantitative approach with a survey method and is carried out in vocational high schools. The population of this study was 290 Senior High School Teachers. Determination of the sample is done by simple random sampling technique. The collection of data in this study uses questionnaires and documents on student learning outcomes. Research data were analyzed using descriptive and inferential statistics. This study concluded that: 1) There was an effect of teacher perceptions about the use of ICT on students' learning achievement in science subject, 3) There was an effect of teacher’s abilities develops ICT-based learning on student’s learning achievement in science subject, and 3) there was a joint effect of teachers’ perceptions about the use of ICT, the ability of teachers to develop ICTs for learning on student’s learning achievement in science subject. Based on the results of this study, it is recommended that to improve students 'ICT learning outcomes should be improved through teacher perceptions about the use of ICT, the ability of teachers to develop ICTs for learning

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