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Innovative Journal of Curriculum and Educational Technology
Published by Universitas Negeri Semarang
ISSN : 22527125     EISSN : 25024558     DOI : -
Core Subject : Science, Education,
Computer Science & IT Education
Innovative Journal of Curriculum and Educational Technology is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. This Journal is published by Postgraduate Program, Universitas Negeri Semarang. This Journal receives and publishes articles about theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.
Arjuna Subject : -
Articles 12 Documents
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Search results for , issue "Vol 6 No 1 (2017): June 2017" : 12 Documents clear
Pengembangan Model Computer-Based Test (CBT) Berbasis Adobe Flash untuk Sekolah Menengah Kejuruan Balan, Yohanes Adio; Sudarmin, Sudarmin; Kustiono, Kustiono
Innovative Journal of Curriculum and Educational Technology Vol 6 No 1 (2017): June 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcet.v6i1.15574

Abstract

Penelitian pengembangan Model Computer-Based Test (CBT) Berbasis Piranti Lunak Adobe Flash untuk SMK ini bertujuan untuk (1) mengembangkan sebuah model CBT yang valid, praktis, dan efektif, (2) menguji kelayakan, dan (3) menguji keefektifan CBT. Studi kasus pada 3 SMK di kabupaten Timor Tengah Utara, NTT). Jenis penelitian adalah penelitian pengembangan (R & D) dengan langkah-langkah sebagai berikut: Studi pendahuluan, kajian pustaka, studi lapangan, desain prototipe, pengembangan model, validasi dan uji coba. Instrumen pengumpulan data terdiri dari tes, angket siswa dan lembar pengamatan guru. Produk yang dikembangkan divalidasi oleh pakar materi dan pakar multimedia. Penilaian kepraktisan model CBT diperoleh dari angket respon siswa. Sebanyak 39 siswa yang memberikan penilaian, 31 siswa atau 79,49% memberi respon “sangat setuju” dan “setuju” terhadap 10 butir pernyataan dalam angket, dan 8 siswa atau 20,51% yang memberi “kurang setuju”. Model CBT dinyatakan praktis apabila terdapat minimal 75% responden menyatakan “setuju”. Dengan demikian, model CBT yang dikembangkan dinyatakan praktis. Keefektifan model CBT diperoleh dari hasil pengamatan guru terhadap model dan pelaksanaan CBT. Berdasarkan hasil analisis, diketahui bahwa 11 orang guru atau 100% memberi respon “sangat setuju” dan “setuju” oleh karena itu model CBT yang dikembangkan dinyatakan efektif. Implikasi dari penelitian ini adalah (1) sekolah perlu menyediakan fasilitas TIK yang memadai untuk mendukung latihan CBT, (2) pemerintah daerah perlu memberikan diklat di bidang teknologi pembelajaran bagi guru, dan (3) program pendampingan siswa dalam berbagai latihan CBT sebagai persiapan diri mengikuti Ujian Nasional Berbantuan Komputer (UNBK).Research on developing Model of Computer-Based Test (CBT) Based Software of Adobe Flash for Vocational High School aims to (1) developing a valid, practical, and effective model of CBT, (2) testing the validity of the CBT model, and (3) testing the effectivity of CBT model. Experiments were carried out at 3 SMKs in North Central Timor regency, East Nusa Tenggara province. This is a research and development (R & D) which consists of several steps: field study, theoretical study, prototype desgn, developing model, validation and experiments. Data collection instruments consisted of CBT model test, questionnaire of students and teacher observation sheet. The product was validated by experts and specialists. Rate practicality of CBT models obtained from the student questionnaire responses. A total of 39 students who provide assessment, 31 students or 79.49% responded "strongly agree" and "agree" to the 10-point declaration in the questionnaire, and 8 students or 20.51% who gave "less agree". The CBT model is declared practical when there is a minimum of 75% of respondents said "agree". Thus, the CBT model is practical. The effectiveness of CBT models is from teacher observation against the model and implementation of CBT. Based on the analysis, there were 11 teachers or 100% responded "strongly agree" and "agree" therefore the model of CBT is effective. The implications of this research are (1) schools should provide adequate ICT facilities to support the implementation of CBT drills, (2) local governments should provide training in the field of learning technologies for teachers, and (3) teachers need intensive mentoring for students in a variety of exercises on CBTs as preparation for computer-based national examination.
Evaluasi Implementasi Kurikulum 2013 di Sekolah Pelaksana Mandiri Budiani, Sri; Sudarmin, Sudarmin; Syamwil, Rodia
Innovative Journal of Curriculum and Educational Technology Vol 6 No 1 (2017): June 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcet.v6i1.15998

Abstract

Implementasi Kurikulum 2013 di sekolah piloting maupun pelaksana mandiri perlu dievaluasi untuk menjaga konsistensi pencapaian tujuan kurikulum itu sendiri. Penelitian ini bertujuan untuk mengevaluasi implementasi Kurikulum 2013 di sekolah pelaksana mandiri yang meliputi (1) Kesiapan implementasi; (2) Proses pembelajaran dan evaluasi pembelajaran, (3) hasil implementasi; dan (4) tingkat keberhasilan implementasi. Metode evaluasi yang digunakan adalah model Countenan Stake yang membagi komponen kurikulum dalam matrik observasi dan matrik pertimbangan meliputi tahap pendahuluan (antecedent), proses (transaction), dan hasil (outcomes). Penelitian dilakukan di SD Nasima Semarang yang merupakan sekolah pelaksana mandiri. Hasil penelitian menunjukkan bahwa tahap pendahuluan atau kesiapan implementasi meliputi kesiapan guru, buku, sarana prasarana, dan rencana pembelajaran sangat baik (95%), tahap proses yang meliputi kegiatan pembelajaran dan evaluasi pembelajaran sangat baik (90%), dan hasil implementasi yang meliputi respon peserta didik dan hasil belajar juga sangat baik (94%). Implementasi Kurikulum 2013 di sekolah pelaksana mandiri dapat berjalan sangat baik dengan dukungan pemenuhan standar nasional pendidikan dan para guru yang memiliki motivasi, kreativitas, dan kinerja yang baik.Implementation of Curriculum 2013 in schools piloting or independent organizers needs to be evaluated to maintain the consistency of curriculum goals. This study aimed to evaluate the implementation of Curriculum 2013 in independent organizer to determine: (1) the readiness of implementation; (2) learning teaching process and evaluation; (3) results of the implementation; and (4) the success rate of implementation .The evaluation used Countenan Stake method which devided curriculum component in the judgment matrix and observation matrix includes the consideration of antecedent, transaction, and outcomes. The study was conducted in elementary school Nasima Semarang which is independent organizer. The results showed that the preparing stage or implementation readiness include the readiness of teachers, books, facilities, and learning plan is very good (95%), stage process that includes learning activities and learning evaluation is very good (90%), and the results of the implementation which includes responses students and learning outcomes are also very good (94%). Implementation of Curriculum 2013 in schools independent organizer can run really well by the support of compliance with education national standards and teachers who have the motivation, creativity, and good performance.

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