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All Journal Jurnal Pendidikan Indonesia Nadwa : Jurnal Pendidikan Islam Cendekia Dinamika Ilmu DINAMIKA ILMU: Jurnal Pendidikan
Harjali Harjali, Harjali
Dosen Tarbiyah STAIN Ponorogo
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implementasi Evaluasi Kinerja Guru Di MA Al-Islam Joresan Mlarak Ponorogo Harjali, Harjali
Nadwa Vol 10, No 1 (2016): Pendidikan Islam dan Humanisme
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2016.10.1.909

Abstract

AbstractThe success of education is determined by the readiness of teachers in preparing their students through learning activities. The goal of this research is to know the implementation of the performance evaluation of teachers in MA Al-Islam Joresan Mlarak Ponorogo. Qualitative method is used to describe the implementation of teacher performance evaluation program. The result shows that the teacher performance evaluation program is needed by teachers to improve their performance so that quality standards can be reached. The program evaluation of MA Al-Islam Joresan Mlarak Ponorogo refers to the principle of management that includes four components, namely (1) Performance evaluation planning, (2) Organizing the performance evaluation, (3) implementing the performance evaluation, (4) Monitoring the performance evaluation of teachers in MA Al-Islam Joresan Mlarak Ponorogo. AbstrakKeberhasilan penyelenggaraan pendidikan sangat ditentukan oleh kesiapan guru dalam mempersiapkan peserta didiknya melalui kegiatan belajar mengajar.  Tujuan penelitian ini bertujuan untuk mengetahui penyelenggaraan evaluasi kinerja guru di MA Al-Islam Joresan Mlarak Ponorogo. Metode penelitian kualitatif digunakan untuk mendeskripsikan mengenai pelaksanaan program evaluasi kinerja guru. Hasil penelitian menunjukkan bahwa agar kinerja guru dapat selalu ditingkatkan dan mencapai standar tertentu, maka dibutuhkan suatu manajemen kinerja. Begitu pula dengan program evaluasi kinerja guru di MA. Al-Islam Joresan Mlarak Ponorogo, program tersebut juga mengacu pada prinsip manajemen yang meliputi empat komponen, yaitu (1) Perencanaan evaluasi kinerja, (2) Pengorganisasian evaluasi kinerja, (3) Pelaksanaan evaluasi kinerja, (4) Pengawasan evaluasi kinerja guru di MA Al-Islam Joresan Mlarak Ponorogo. 
URGENSI PENDEKATAN MULTIKULTUR DALAM PENDIDIKAN Harjali, Harjali
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL. 9. NO. 2 TAHUN 2011
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v9i2.876

Abstract

The Indonesian people have been in the reformation and globalization era. One of the nine reform agenda is to uphold democracy. The enforcement of the democratic life means the recognition of human rights. In this regard, the recognition includes the uniqueness of the existence of Indonesias pluralist society. Therefore, the symbol of unity in diversity shows recognition to the existence of a unified pluralism of the Indonesian society. In accordance with the enforcement agenda of democratic society, there have been serious efforts to promoting the improvement of the national education system. However, the national education policy tends to generalize the Indonesian people and neglect the essence of human diversity and a pluralistic culture of Indonesia. As a matter of fact, it can not be denied that this country absolutely need for multicultural education in the broadest sense, which is the educational system that can best accommodate the diversity of society to be one of national unity. يكون المجتمع الإندونيسي الآن في عصر التجديد والعولمة.ومن برامج التجديد التسعة هو إقامة القيم الديموقراطية. وإقامة الديموقراطية تعنى الاعتراف بحقوق الإنسان الأساسية. وهذا الاعتراف من نوع خاص لكون المجتمع الإندونيسي المتنوّع. ولهذا كان شعار البلد " بينكا تونغال إيكا " يشير إلى هذا التجمّع المتنوّع الموحّد. وإصلاح النظام التربوي الوطني من برنامج إقامة المجتمع الديموقراطي. وفي العصر التربوي يميل إلى تسوية المجتمع الإندونيسي واهمال تنوّعات الناس والثقافة الإندونيسية المختلفة. واحتاج هذا البلد إلى نظام التربية بمدخل متعدّد الثقافات بمعناه الواسع، هي التربية التي تعترف بتنوّعات المجتمع الإندونيسي توحيد وطنيّ.   
Meaning of Developing Student Centered Classroom Environment Harjali, Harjali
JPI (Jurnal Pendidikan Indonesia) Vol 6, No 2 (2017)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (236.749 KB) | DOI: 10.23887/jpi-undiksha.v6i2.9286

Abstract

Classroom learning environment has been widely researched topics in elementary and secondary education. This study aimed to investigate teachers’ experience in building classroom learning environment. This research involved a qualitative phenomenological design that employed a purposeful sample of teachers at Junior High School Classrooms in Ponorogo.  Data were collected via in depth interviews and participant observations. In analyzing the data, the writer evaluated the interview transcriptions and the observation field notes which were organized into relevant themes (Cresswell, 2009). Most of the participants suggest that there were some meanings gotten from building students center classrooms learning environment based on constructivistics paradigm. Classroom learning environment is built psychologically and socio-culturally context. Thus students can manage, interact, and achieve their learning objectives, facilitated by learning activities based on selected materials, strategies, and media
Evaluasi Pembelajaran Bahasa Inggris pada Sekolah Menengah Kejuruan Harjali, Harjali
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 12 No 2, Desember 2012
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (283.14 KB) | DOI: 10.21093/di.v12i2.29

Abstract

Instructional evaluation cannot be separated from the effort of classroom based assessment done by teachers. Teachers are expected to have sufficient competency to do the evaluation so that it can provide information of the actual data of their student’s competency. Foreign language instructional process in vocational school is one of the competencies which is required to be optimally achieved because students are expected to apply it directly in their job later. Therefore, teachers play an important role to do instructional activity and particularly in terms of evaluation. This article aims at describing English teachers’ competence in SMK PGRI 2 Ponorogo, by analyzing deeply: instructional evaluation activity, English teacher’s evaluation competence, and also the efforts to improve English teachers’ competence in that school. Assessment activities done based on the educational assessment standard determined by government regulation and they are technically done in accordance with competence based assessment principles. Assessment activities have been done in various techniques. They are test and non test in order to assess both cognitive and psychomotor aspects. In fact, affective aspect has not been assessed yet. In general, In relation to English teachers’ competence, SMK PGRI 2 Ponorogo has done the instructional evaluation well through classroom based assessment. There are three competence aspects which are investigated; they are competence to prepare the evaluation, to implement the evaluation, and to report the evaluation. From those three aspects, the first aspect which is dealing with preparation still needs to be improved. Efforts to improve the evaluation are continuously done by teachers both individually and institutionally supported by the school. It is done by teachers individually through their participations to join several seminars and workshops both in local and also national level. The school supports them by setting the agenda and implements it by sending the teachers to seminars and trainings outside the school, to have socialization which are dealing with evaluation and assessment activity, and to provide technology based infrastructures.
Implementasi Evaluasi Kinerja Guru Di MA Al-Islam Joresan Mlarak Ponorogo Harjali, Harjali
Nadwa: Jurnal Pendidikan Islam Vol 10, No 1 (2016): Pendidikan Islam dan Humanisme
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2016.10.1.909

Abstract

AbstractThe success of education is determined by the readiness of teachers in preparing their students through learning activities. The goal of this research is to know the implementation of the performance evaluation of teachers in MA Al-Islam Joresan Mlarak Ponorogo. Qualitative method is used to describe the implementation of teacher performance evaluation program. The result shows that the teacher performance evaluation program is needed by teachers to improve their performance so that quality standards can be reached. The program evaluation of MA Al-Islam Joresan Mlarak Ponorogo refers to the principle of management that includes four components, namely (1) Performance evaluation planning, (2) Organizing the performance evaluation, (3) implementing the performance evaluation, (4) Monitoring the performance evaluation of teachers in MA Al-Islam Joresan Mlarak Ponorogo. AbstrakKeberhasilan penyelenggaraan pendidikan sangat ditentukan oleh kesiapan guru dalam mempersiapkan peserta didiknya melalui kegiatan belajar mengajar.  Tujuan penelitian ini bertujuan untuk mengetahui penyelenggaraan evaluasi kinerja guru di MA Al-Islam Joresan Mlarak Ponorogo. Metode penelitian kualitatif digunakan untuk mendeskripsikan mengenai pelaksanaan program evaluasi kinerja guru. Hasil penelitian menunjukkan bahwa agar kinerja guru dapat selalu ditingkatkan dan mencapai standar tertentu, maka dibutuhkan suatu manajemen kinerja. Begitu pula dengan program evaluasi kinerja guru di MA. Al-Islam Joresan Mlarak Ponorogo, program tersebut juga mengacu pada prinsip manajemen yang meliputi empat komponen, yaitu (1) Perencanaan evaluasi kinerja, (2) Pengorganisasian evaluasi kinerja, (3) Pelaksanaan evaluasi kinerja, (4) Pengawasan evaluasi kinerja guru di MA Al-Islam Joresan Mlarak Ponorogo. 
Meaning of Developing Student Centered Classroom Environment Harjali, Harjali
Jurnal Pendidikan Indonesia Vol 6 No 2 (2017)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (236.749 KB) | DOI: 10.23887/jpi-undiksha.v6i2.9286

Abstract

Classroom learning environment has been widely researched topics in elementary and secondary education. This study aimed to investigate teachers’ experience in building classroom learning environment. This research involved a qualitative phenomenological design that employed a purposeful sample of teachers at Junior High School Classrooms in Ponorogo.  Data were collected via in depth interviews and participant observations. In analyzing the data, the writer evaluated the interview transcriptions and the observation field notes which were organized into relevant themes (Cresswell, 2009). Most of the participants suggest that there were some meanings gotten from building students center classrooms learning environment based on constructivistics paradigm. Classroom learning environment is built psychologically and socio-culturally context. Thus students can manage, interact, and achieve their learning objectives, facilitated by learning activities based on selected materials, strategies, and media
Evaluasi Pembelajaran Bahasa Inggris pada Sekolah Menengah Kejuruan Harjali, Harjali
Dinamika Ilmu Vol 12 No 2 (2012): Dinamika Ilmu, 12(2), December 2012
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (283.14 KB) | DOI: 10.21093/di.v12i2.29

Abstract

Instructional evaluation cannot be separated from the effort of classroom based assessment done by teachers. Teachers are expected to have sufficient competency to do the evaluation so that it can provide information of the actual data of their student’s competency. Foreign language instructional process in vocational school is one of the competencies which is required to be optimally achieved because students are expected to apply it directly in their job later. Therefore, teachers play an important role to do instructional activity and particularly in terms of evaluation. This article aims at describing English teachers’ competence in SMK PGRI 2 Ponorogo, by analyzing deeply: instructional evaluation activity, English teacher’s evaluation competence, and also the efforts to improve English teachers’ competence in that school. Assessment activities done based on the educational assessment standard determined by government regulation and they are technically done in accordance with competence based assessment principles. Assessment activities have been done in various techniques. They are test and non test in order to assess both cognitive and psychomotor aspects. In fact, affective aspect has not been assessed yet. In general, In relation to English teachers’ competence, SMK PGRI 2 Ponorogo has done the instructional evaluation well through classroom based assessment. There are three competence aspects which are investigated; they are competence to prepare the evaluation, to implement the evaluation, and to report the evaluation. From those three aspects, the first aspect which is dealing with preparation still needs to be improved. Efforts to improve the evaluation are continuously done by teachers both individually and institutionally supported by the school. It is done by teachers individually through their participations to join several seminars and workshops both in local and also national level. The school supports them by setting the agenda and implements it by sending the teachers to seminars and trainings outside the school, to have socialization which are dealing with evaluation and assessment activity, and to provide technology based infrastructures.
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