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All Journal 12 Waiheru
Rahmadani
Balai Diklat Keagamaan Ambon, Indonesia
Religion Humanities Education Other

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The Effectiveness of Long-Distance Training using Kirkpatrick Evaluation Rahmadani
12 Waiheru Vol. 8 No. 1 (2022): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (400.929 KB) | DOI: 10.47655/12waiheru.v8i1.5

Abstract

Distance training is one of the training models carried out at the Ambon Religious Education and Training Center or Balai Diklat Keagamaan Ambon (BDK) as a solution to facing the current pandemic era. To determine the effectiveness of Distance training, a training evaluation was conducted. One form of evaluation that is appropriate to measure the effectiveness of training is the Kirkpatrick model which includes four levels, namely: level 1 reaction, level 2 learning, level 3 behavior, and level 4 result. In this article, an evaluation was conducted regarding Distance Training at BDK Ambon using Kirkpatrick’s Model level 1 and level 2. The study was conducted on Madrasah teachers who attended Distance Training at the Ambon Religious Education Center. The results showed that in level 1, namely reaction, the satisfaction of distance training participants was quite effective because the survey results showed the average score was 89.47. It means that in the training process, participants feel comfortable and satisfied. Participants are also able to be motivated in attending lessons and training. Meanwhile, for level 2, namely learning, it shows the average value of the participants' learning outcomes is 82.97 which means satisfactory. This is also supported by the results of an interview conducted with one of the lecturers who taught the training. He said that the participants were quite enthusiastic about participating in the training. In addition, the participants 'understanding was also quite good, especially since most of the participants were young teachers who were quite knowledgeable about technology so the assessment of the competency skills of the participants' attitudes, knowledge, and skills was very significant. Thus, distance training conducted at the Ambon Religious Education and Training Center is quite effective. In the future, it is necessary to evaluate other training and education as a reference for the institution.
The Study Related to The CIPP Model as A Form of Evaluation in Training Programs Rahmadani
12 Waiheru Vol. 8 No. 2 (2022): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (267.146 KB) | DOI: 10.47655/12waiheru.v8i2.28

Abstract

The quality of learning in training is inseparable from the training participants and instructors who are implementing the learning program. However, an evaluation is needed as a benchmark for achieving the desired goal. One form of evaluation that is very trending in education is the CIPP (Context-input-process-product) Model developed by Stufflebeam. The results of the literature review show that in applying the evaluation of the CIPP Model at BDK Ambon, the aspect of context or goals is related to the demands of the community or the field, the aspect of input is related to ASN as a learning subject, instructor as a teaching subject, curriculum design as a learning design, media, and infrastructure as teaching aids. While the process or activities of the training participants can learn with direction, assistance, and encouragement from the instructor. And for products or results, can be seen from the participants when they return to their work units which can be assessed directly by their respective superiors. Thus, the results of the implementation of the CIPP model can be input by superiors in making a policy.
The Effective Methods for Analyzing and Interpreting Data in Classroom Action Research Rahmadani; Zainal Bakri
12 Waiheru Vol. 10 No. 2 (2024): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70872/12waiheru.v10i2.314

Abstract

Educators widely use Classroom Action Research (C.A.R.) to improve teaching quality. In its process, effectively analyzing and interpreting data becomes crucial to generating valid and relevant findings. However, many teachers still need help with analyzing and interpreting C.A.R. data. This article discusses practical ways to analyze and interpret C.A.R. data so teachers can better understand it. The method used in this research is qualitative with descriptive analysis. The results from the literature review and examination of C.A.R. reports show several C.A.R. data collection techniques, including interviews, observations, questionnaires, and documentation. Meanwhile, interviews with teachers who have conducted C.A.R. revealed that C.A.R. data analysis techniques are divided into two types: quantitative data analysis and qualitative data analysis. Every piece of data analyzed requires interpretation to understand the obtained data properly. Applying appropriate strategies in managing C.A.R. data can lead to more accurate and applicable interpretations. This can support more effective decision-making as part of efforts to improve learning. The implication of this study is the development of a practical guide, complete with examples, for conducting C.A.R. data analysis and interpretation, which teachers and other education practitioners can use.
Co-Authors Zainal Bakri