EVALUASI PROGRAM PENDIDIKAN Prof. Kumaidi, PhD

EVALUASI PROGRAM (1) Evaluation a structured process that creates and synthesizes information intended to reduce the level of uncertainty for stakeholders about a given program or policy. A program can be thought of as a group of related activities that is intended to achieve one or several related objectives. Programs are means-ends relationships that are designed and implemented purposively.

EVALUASI PROGRAM (2) Program evaluation is a rich and varied combination of theory and practice. It is widely used in public, nonprofit, and private sector organizations to create information for planning, designing, implementing, and assessing the results of our efforts and solve problems using policies and programs (McDavid & Hawthorn, 2006: 3).

EVALUASI PROGRAM (3) Evaluation research is a robust area of activity devoted to collecting, analyzing, and interpreting information on the need for, implementation of, and impact of intervention efforts to better the lot of humankind by improving social conditions and community life (Rossi & Freeman, 1982: 15)

EVALUASI PROGRAM PENDIDIKAN (1) The process of determining to what extent the educational objectives are actually being realized (Tyler, 1950: 69) Providing information for decision making (banyak ahli, termasuk Stufflebeam) The comparison of performance to some standards to determine whether discrepancies existed (Provus)

EVALUASI PROGRAM PENDIDIKAN (2) The systematic investigations of the worth or merit of some object (Joint committee, 1981: 12). The object (in educational cases) is defined as a program, a project, or instructional materials. Kuncinya: mengkaji “merit” atau “worth”

EVALUASI PROGRAM PENDIDIKAN (3) Evaluations are to be judged by the extend to which they help the political community achieve its ends. The logic of science must come to terms with the logic of politics (Cronbach, 1982: ix) Ini berimplikasi bahwa penelitian untuk tujuan evaluasi adalah art, seni, perencanaannya unik sesuai dengan situasi yang dihadapi

IMPLIKASI EVALUASI PROGRAM PENDIDIKAN (1) Beberapa konsep kunci dalam evaluasi program menurut McDavid & Hawthorn (2006): To what extend, if any, did the program achieve its intended objectives? Was the program effective (in achieving its intended outcomes)? To what extend, if at all, did the program achieve the observed outcomes? To what extend, if at all, are the observed outcomes consistent with the intended outcomes?

IMPLIKASI EVALUASI PROGRAM PENDIDIKAN (2) Beberapa pertanyaan kunci dalam evaluasi program: Was the program efficient? Was the program cost-effective? Was the program appropriate? What is the rationale for the program? Was the program adequate?

Alasan Perlunya Evaluasi Program (1) To judge the worth of ongoing programs and to estimate the usefulness of attempts to improve them To assess the utility of innovative programs and initiatives

Alasan Perlunya Evaluasi Program (2) To increase the effectiveness of program management and administration To meet various accountability requirements (at least, to consider costs in relation to benefits; to compare an intervention’s cost efficiency to that of alternative resources allocation strategies)

BEBERAPA ISU DALAM EVALUASI PROGRAM (1) Deciding whether to evaluate Defining the evaluation problem Writing a contract to cover and control an evaluation Designing an evaluation Budgeting for an evaluation Staffing an evaluation

BEBERAPA ISU DALAM EVALUASI PROGRAM (2) Administering and monitoring evaluation operations Producing and communicating evaluation reports Evaluating and evaluation Developing evaluation policies Training evaluators, and Deciding what to do with evaluation results

JENIS-JENIS EVALUASI PROGRAM Utamanya untuk formatif dan/atau sumatif Formatif untuk perbaikan program yang sedang berlangsung/berjalan Sumatif untuk pertanggung jawaban Pemahaman terhadap tujuan evaluasi akan membantu pemilihan desain yang tepat

Evaluasi (Program) Formatif primarily with analysis of program implementation, with a view to providing program managers and other stakeholders with advice intended to improve the program “on the ground”. intended to provide feedback and advice with the intention of improving the program. include those that examine program effectiveness, but are intended to offer advice aimed at improving the effectiveness of the program.

Evaluasi (Program) Sumatif dealth with whether the program had achieve intended objectives. intended to ask “tough questions”: should we be spending less money on this program; should we be reallocating the money to other uses; or should the program continue to operate? focus on the “bottom line” with issues of value for money (costs in relation to observed outcomes) as alternative analytical approaches.

FOKUS EVALUASI Masa lalu, difokuskan pada hasil Kini, banyak model dipakai, misalnya: CIPP: difokuskan pada 4 aspek penting suatu program, yaitu (a) Tujuan (goals); (b) Desain; (c) Pelaksanaan (process of implementation); dan (d) hasil (outcomes).

PERHATIKAN! Evaluasi Hasil tidak sama dengan evaluasi sumatif Evaluasi proses tidak sama dengan evaluasi formatif Evaluasi proses berarti mementingkan (memfokuskan) dalam kajian proses implementasi suatu program ketimbang hasil; jenis evaluasinya dapat sumatif atau formatif

AUDIENCES atau CLIENTS atau STAKEHOLDERS Evaluasi dapat memiliki banyak audiens atau klien yang dilayani Audiens berbeda (mungkin) memerlukan informasi yang berbeda Audiens tertentu harus diketahui secara tepat dan jelas informasi apa yang dibutuhkannya, agar dapat diberi layanan yang sesuai

PROSEDUR EVALUASI PROGRAM PENDIDIKAN (1) Menurut Tyler (1950) Stating goals in behavioral terms Developing measurement instruments Collecting data Interpreting findings Making recommendations

PROSEDUR EVALUASI PROGRAM PENDIDIKAN (2) Evaluasi untuk pembuatan keputusan (Stufflebeam, 1971) Indentifications of information needs of decision makers Collection of relevant information Providing evaluative information to decision makers

PROSEDUR EVALUASI PROGRAM PENDIDIKAN (3) Evaluasi untuk membangun kesadaran dan komitmen staf/karyawan Identifying problem areas Defining staff expectations and value positions Collecting performance information Providing discrepancy reports to staff and helping resolve conflicts

PROSEDUR EVALUASI PROGRAM PENDIDIKAN (4) Empat tingkatan evaluasi menurut Kirkpatrick (1998) Reaction (mengkaji reaksi peserta program) Learning (mengkaji perubahan sikap, peningkatan pengetahuan/keterampilan peserta program) Behavior (mengkaji perubahan prilaku peserta sebagai akibat keikutsertaannya dalam program) Results (mengkaji dampak keikutsertaannya dalam program)

PROSEDUR EVALUASI PROGRAM PENDIDIKAN (5) Langkah2 Umum Evaluasi Program: Bedakan “planning for an evaluation” dan “actually conducting the evaluation” Yang pertama disebut “evaluation assessment” dan yang kedua disebut “evaluation study” Masing-masing disusun berikut.

PROSEDUR EVALUASI PROGRAM PENDIDIKAN (6) The Evaluation Assessment (1): Who are the client(s) for the evaluation? What are the questions and issues driving the evaluation? What resources are available to do the evaluation? What has been done previously? What is the program all about?

PROSEDUR EVALUASI PROGRAM PENDIDIKAN (7) The Evaluation Assessment (1): What kind of environment does the program operate in and how does that affect the comparisons available to an evaluator? Which research design alternatives are desirable and appropriate? What information sources are available/ appropriate, given the evaluation issues, the program structure and the environment in which the program operates?

PROSEDUR EVALUASI PROGRAM PENDIDIKAN (8) The Evaluation Assessment (3): Given all the issues raised in points 1-8, which evaluation strategy is least problematical? Should the program evaluation be undertaken?

PROSEDUR EVALUASI PROGRAM PENDIDIKAN (9) The evaluation study (1): Develop the measures and collect the data Analyze the data Write the report Disseminate the report Make changes, based on the evaluation

PROSEDUR EVALUASI PROGRAM PENDIDIKAN (10) The evaluation study (2): Possible changes based on the evaluation Improving the existing program Increasing the size of the program Increasing the scope of the program Downsizing the program Replacing or eliminating the program

DAN ASESMEN SERTA BANTUAN TEKNIS LPMP SKL SI: SK/KD ASESMEN UN/UASBN STANDAR ASESMEN BANTUAN TEKNIS LPTK/LPMP NAS DINAS SEKOLAH KEBIJAKAN DINAS & SEKOLAH KECUKUPAN KEMAJUAN TAHUNAN INSENTIF PEMBE- LAJARAN GURU ASESMEN KELAS BELAJAR SISWA PILIHAN ORTU DAN MASY MASY LAPORAN LEVEL ALUR PROSES HUBUNGAN KELOMPOK STAKEHOLDER DAN ALUR KURIKULUM, PEMBELAJARAN, DAN ASESMEN SERTA BANTUAN TEKNIS LPMP

TUGAS AKHIR PERKULIAHAN Buatlah kajian evaluasi program atau sistem pendidikan, baik bersifat mikro atau makro, dan susunlah laporannya dalam bentuk artikel ilmiah (minimal 12 halaman dan maksimal 18 halaman). Kajian ini mengikuti format yang dibahas dalam kuliah. Tugas harus selesai 19 Juni 2015 (saat UAS).