Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Ghaitsa: Islamic Education Journal Journal of Primary Education
Kurniawati, Esti Wahyu
Unknown Affiliation
Religion Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
ANALISIS KESIAPAN GURU DI ERA MERDEKA BELAJAR DITINJAU DARI KOMPONEN TPACK DI SDN 20 BENGKULU Yunisa, Sartika; Asiyah, Asiyah; Kurniawati, Esti Wahyu
Journal of Primary Education Vol 4, No 1 (2024): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/jpe.v4i1.7269

Abstract

The purpose of this study is to describe the readiness of teachers in the era of independent learning and the obstacles faced by teachers in preparing learning in terms of the TPACK (Technological Pedagogical Content Knowledge) component at SDN 20 Bengkulu City. This study is a qualitative descriptive study, data collection techniques using observation, interview and documentation methods. In this study, the subjects/informants were teachers and students in grades I, II, IV and V who had implemented the independent learning curriculum. The results of this study are that the readiness of teachers in grades I, II, IV and V in the era of independent learning in terms of the TPACK component at SDN 20 Bengkulu City has been running well, teachers understand the concepts, strategies and learning models according to the TPACK components. Teachers are also able to adapt the TPACK learning concept and model to the independent learning curriculum, but the availability of computers, projectors and wifi is still very minimal so that it becomes an obstacle for teachers in maximizing the process of integrating technology in the learning process. 
Evaluasi Program Pendidikan Perspektif Model CIPP (Context, Input, Process, Product) Kurniawati, Esti Wahyu
GHAITSA : Islamic Education Journal Vol. 1 No. 1 (2020): Februari
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v5i3.168

Abstract

The purpose of this study is how to evaluate educational programs is an evaluation that measures educational activities that provide sustainable basic services and involves educational curricula. The evaluation of the CIPP (Contex, Input, Process and Product) model was first initiated by Stufflebeam. Then Sutfflebeam developed the CIPP evaluation model in 1966. Stufflebeam stated that the CIPP evaluation model is a comprehensive framework to direct the implementation of formative evaluation and summative evaluation of program objects, projects, personnel, products, institutions, and systems. The CIPP model looks at four dimensions, namely the context dimension, the input dimension, the process dimension and the product dimension. The uniqueness of this model is that each type of evaluation is related to the decision making tool (decission) concerning the planning and operation of a program. The advantages of the CIPP model provide a comprehensive evaluation format at each evaluation stage.
Co-Authors Asiyah, Asiyah Yunisa, Sartika