EVALUASI PROGRAM PEMBELAJARAN PEKERJAAN DASAR TEKNIK OTOMOTIF DI SMK NEGERI 1 JAKARTA - Hadziq, Fikran; Herlambang, Herlambang; Pamungkas, Tegar Firman; Navaro, Reeno (Jurnal Pendidikan Teknik dan Vokasional, 2025)
Abstrak: Penelitian ini bertujuan untuk mengevaluasi program pembelajaran Pekerjaan Dasar Teknik Otomotif (PDTO) di SMK Negeri 1 Jakarta dengan menggunakan model evaluasi CIPP. Aspek context difokuskan pada kesesuaian tujuan pembelajaran dengan Kurikulum 2013 Edisi Revisi 2017 serta ketercapaian kompetensi dasar. Aspek input meliputi kualifikasi dan pengalaman practitioner, motivasi siswa, serta ketersediaan sarana dan prasarana. Aspek process mencakup penggunaan media dan metode pembelajaran, pemanfaatan sumber belajar, serta keterlaksanaan langkah pembelajaran. Aspek product menilai pencapaian hasil belajar siswa. Penelitian ini merupakan penelitian deskriptif dengan subjek satu orang practitioner PDTO dan 108 siswa kelas X TKRO. Teknik pengumpulan data menggunakan wawancara, angket, observasi, dan dokumentasi. Validasi instrumen dilakukan melalui expert judgement dan uji korelasi product moment, sedangkan reliabilitas instrumen diuji dengan rumus Alpha Cronbach. Hasil reliabilitas menunjukkan angket motivasi siswa r = 0,877; angket media r = 0,768; angket metode r = 0,718; dan angket sumber belajar r = 0,896. Analisis data dilakukan secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa aspek context telah sesuai dengan Kurikulum 2013 Edisi Revisi 2017, namun belum semua kompetensi dasar tersampaikan. Pada aspek input, practitioner memiliki kualifikasi S1 Pendidikan Teknik Mesin dan sertifikasi pendidik. Motivasi siswa berada pada kategori cukup baik (46,296%). Sarana dan prasarana kelas berada pada kategori baik (63,634%), sedangkan alat praktik PDTO berada pada kategori sangat baik (86,318%). Pada aspek process, penggunaan media pembelajaran berada pada kategori cukup baik (35,185%), penggunaan metode (37,963%), pemanfaatan sumber belajar (37,963%), dan keterlaksanaan langkah pembelajaran (100%). Pada aspek product, ketuntasan belajar siswa mencapai 41,667% dan 54,630%. Abstract: This study aims to evaluate the Basic Automotive Engineering Work (PDTO) learning program at SMK Negeri 1 Jakarta using the CIPP evaluation model. The context aspect focuses on the alignment of learning objectives with the Revised Edition of the 2013 Curriculum (2017) and the achievement of basic competencies. The input aspect includes practitioner qualifications and experience, student motivation, and the availability of facilities and infrastructure. The process aspect includes the use of media and learning methods, the utilization of learning resources, and the implementation of learning steps. The product aspect assesses the achievement of student learning outcomes. This study is a descriptive study with one PDTO practitioner and 108 class X TKRO students as subjects. Data collection techniques used interviews, questionnaires, observation, and documentation. Instrument validation was carried out through expert judgment and product-moment correlation tests, while instrument reliability was tested using the Cronbach Alpha formula. The reliability results showed that the student motivation questionnaire r = 0.877), media questionnaire r = 0.768), method questionnaire r = 0.718), and learning resource questionnaire r = 0.896). Data analysis was conducted using descriptive, qualitative, and quantitative methods. The results showed that the context aspect aligned with the 2013 Curriculum Revised Edition 2017, but not all basic competencies were conveyed. In the input aspect, practitioners have a Bachelor's degree in Mechanical Engineering Education and teacher certification. Student motivation is in the fairly good category (46.296%). Classroom facilities and infrastructure are in the good category (63.634%), while PDTO practice tools are in the very good category (86.318%). In the process aspect, the use of learning media is in the fairly good category (35.185%), the use of methods (37.963%), the utilization of learning resources (37.963%), and the implementation of learning steps (100%). In the product aspect, student learning completion reached 41.667% and 54.630%.