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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Educational Research and Evaluation
Ahyanuardi
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Public Health Social Sciences Other

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Pedagogical Competence of Teachers in Planning Vocational High School Learning Ahyanuardi; Efronia, Yulia
Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v6i3.41556

Abstract

The teacher becomes the main actor in the learning process, especially in vocational education, namely productive learning which has its own characteristics that cannot be equated with adaptive and normative learning. This research aims to analyze directly the pedagogical evaluation of teachers in planning learning activities in vocational school in the field of electricity. This study used the Countenance Stake evaluation research method. This research focuses on one aspect, namely the planning aspect (antecedents) in the productive learning process. The research method used is the quantitative method. The data collection techniques used are questionnaires. Data analysis techniques are performed using descriptive quantitative. The results showed that there was a weakness in the pedagogical competence of teachers in making plans for learning activities with an average of 3.24 which was in the category quite well. Learning planning made by teachers has not been in accordance with process standards and also does not refer to a curriculum that is tailored to the abilities and needs of learners. There needs to be a review and improvement of the aspects that have not been fulfilled in the learning planning made by teachers and also the need to improve the pedagogical competence of teachers so that learning activities can be carried out properly and able to print competent vocational school graduates.
Evaluation of the Implementation of Merdeka Belajar Using the CIPP Model: A Case Study at SMK Negeri 2 Payakumbuh Asdi, Renol Fitria; Ahyanuardi; Saputra, Indra
Jurnal Penelitian Pendidikan IPA Vol 11 No 3 (2025): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i3.10536

Abstract

The Merdeka Belajar Curriculum was launched by the Ministry of Education, Culture, Research, and Technology to improve the quality of education in Indonesia. This curriculum is designed to provide flexibility in learning, develop 21st-century skills, and instill the values of the Pancasila Student Profile. However, the implementation of the Merdeka Belajar Curriculum in Vocational High Schools (SMK) faces various challenges, such as limited resources, teacher readiness, and the involvement of the business and industrial sectors. This study aims to evaluate the implementation of the Merdeka Belajar Curriculum at SMK Negeri 2 Payakumbuh using the Context, Input, Process, and Product (CIPP) evaluation model. The evaluation was conducted to understand the application of the curriculum and identify its strengths, weaknesses, and improvement opportunities. This research uses a quantitative method with a structured approach to evaluate the implementation of the Merdeka Belajar Curriculum. Quantitative data were collected through the distribution of questionnaires designed to measure the four components of the Context, Input, Process, and Product (CIPP) evaluation model. The research sample includes teachers, students, and the principal at SMK Negeri 2 Payakumbuh who are involved in the curriculum implementation.. The research instruments consist of questionnaires, interviews, and observations designed to measure the four components of the CIPP model. The results show that the context, input, process, and product components of the Merdeka Belajar Curriculum implementation are generally good. However, the input component requires improvement, particularly regarding resource availability, ongoing teacher training, and strengthening collaboration with the business and industrial sectors. This study recommends that implementing the Merdeka Belajar Curriculum be continued by improving the input aspect through providing adequate resources, intensive teacher training, and strengthening partnerships with the business and industrial sectors to enhance curriculum relevance.
Co-Authors Asdi, Renol Fitria Indra Saputra Yulia Efronia