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Marianus Tapung
UNIKA Indonesia St. Paul Ruteng
Aerospace Engineering Computer Science & IT Health Professions Neuroscience Social Sciences

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Workshop on the Implementation of Project-Based Learning Based Independent Curriculum Teaching Tools for Vocational Teachers throughout Manggarai Regency Marianus Tapung
Eduvest - Journal of Universal Studies Vol. 4 No. 6 (2024): Journal Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v4i6.1343

Abstract

The objective of the workshop conducted in Manggarai Regency was to enhance the competency of Vocational High School (SMK) educators in implementing Project Based Learning (PjBL)-based Curriculum Merdeka teaching tools. This initiative aimed to augment teachers' comprehension and proficiency in facilitating meaningful learning experiences within their classrooms. The workshop adopted a participatory approach wherein teachers actively engaged in designing, executing, and evaluating project-based learning activities pertinent to their specialized domains. By doing so, they were equipped with practical skills to navigate challenges such as time management, assessing learning outcomes, and effectively managing project-based classrooms. Furthermore, the workshop fostered a collaborative learning milieu that not only addressed immediate obstacles but also prepared students for the complexities of the modern workforce. The analysis of post-workshop feedback unveiled several noteworthy findings. Participants demonstrated a commendable grasp of independent curriculum concepts, proficiency in analyzing curriculum documents, and a reflective stance towards best practices. They also exhibited a strong understanding of the PjBL model, its impact, and strategies for its seamless integration into the Independent Curriculum framework.The evaluation, based on a 1-4 scale, indicated that participants rated aspects such as understanding the PjBL model, integrating it with learning challenges, and planning PjBL-based teaching projects quite positively, falling into the "already good" category with an average score of 3.6. However, areas related to testing PjBL-based teaching tools received a lower rating of 3.2, suggesting room for improvement.
Evaluation of the Implementation of the Sekolah Penggerak Program Using the CIPP Model in Middle Schools in East Manggarai Regency Marianus Tapung; Marselus Ruben Payong; Alfonsus Sam
Eduvest - Journal of Universal Studies Vol. 4 No. 7 (2024): Journal Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v4i7.1690

Abstract

This study is an evaluation of the implementation of the School Mover program in 23 junior high schools in East Manggarai Regency using the Context, Input, Process, and Product (CIPP) model. This study aims to analyze the Context, Input, Process, and Product of the program. The method used in this research is descriptive statistics to measure the perceptions and evaluations of school principals, teachers, school supervisors, facilitators, school committees and stakeholders. The results of statistical measurements of perceptions and evaluations were juxtaposed with data from interviews and document reviews. The results of the data analysis show that the Input, Process and Product aspects fall into the "Good" level, while the Context aspect falls into the "Weak/Lacking" category. Weakness or lack of context aspect is caused by many factors, among others, the lack of involvement of local communities and accommodating socio-cultural needs in the planning and implementation of the Mobilizing School Program. For this reason, schools need to conduct an in-depth analysis of the contextual factors that influence the implementation of the program, such as the socioeconomic conditions of the community, local culture, education infrastructure and local government policies. Schools need to consider the active involvement of all stakeholders, including local government, schools, teachers, parents and local communities, in formulating and implementing strategies to strengthen the context aspect.
Improving Manggarai's Vocational School Counseling Services with Problem-Solving Learning under Merdeka Curriculum Marianus Tapung
Eduvest - Journal of Universal Studies Vol. 4 No. 9 (2024): Journal Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v4i9.3796

Abstract

The aim of this study was to enhance the capacity of Guidance and Counseling (BK) services in Manggarai Regency through the Problem Solving Learning Model, targeting BK teachers in vocational education units. To achieve this, BK teachers underwent training focused on various skills including problem identification, problem analysis, solution development, and continuous monitoring. The objective was to equip BK teachers with the necessary tools and techniques to address challenges and provide meaningful guidance to students. The results of the training indicated a high level of enthusiasm among BK teachers in Manggarai Regency. Feedback assessments showed positive ratings, particularly in the areas of problem identification, problem analysis, solution development, and continuous monitoring plans, all of which received an average rating of 3.66, categorizing them as "good." However, the aspect of solution implementation work plans received a slightly lower rating of 3.1, indicating room for improvement. This finding highlights the need for continued attention and support from BK teachers, facilitators, school supervisors, officials, and the community to enhance the quality of guidance and counseling services further. Improving the solution implementation work plans can lead to more effective problem-solving strategies and contribute to overall improvements in learning and education quality throughout Manggarai Regency. In conclusion, while the training showed positive outcomes and high enthusiasm among participants, ongoing efforts and collaboration are necessary to sustain and build upon these improvements in guidance and counseling services for the benefit of students and educational institutions in the region.
Co-Authors Alfonsus Sam Marselus Ruben Payong