EVALUASI PROGRAM PENDIDIKAN

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1 EVALUASI PROGRAM PENDIDIKAN
Prof. Kumaidi, PhD

2 BEBERAPA MODEL EVALUASI
Mengikuti Isaac & Michael (1981), terdapat 6 model yaitu: Goal-Oriented Evaluation. Model ini menekankan kepada: kemajuan belajar peserta didik dan efektivitas proses pembelajaran Rujukan: Bloom, dkk. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill. Provus. (1971). Discrepancy evaluation for educational improvement and assessment. Berkeley, CA: McCuthan.

3 BEBERAPA MODEL EVALUASI (lanjutan)
Decision-Oriented Evaluation. Model ini menekankan kepada: pemberian informasi yang mendukung pembuatan keputusan yang tepat, waktu dan sasaran Rujukannya: Stufflebeam, dkk (1971), Educational evaluation and decision making. Itasca, IL: Peacock.

4 BEBERAPA MODEL EVALUASI (lanjutan)
Transactional Evaluation. Model ini mengungkapkan proses (pengembangan) suatu program dan nilai (posisi) dari setiap orang yang berpengaruh (dlm pengembangannya) Rujukan: Rippey. (1973). Studies in transactional evaluation. Berkeley, CA:McCuthan. Stake. (1975). Evaluating the art in education: A responsive approach. Columbus, OH: Charles E. Merrill.

5 BEBERAPA MODEL EVALUASI (lanjutan)
Evaluation Research. Evaluasi model ini memfokuskan kepada “explaining educational effects and devising instructional strategies”. Rujukan: Cooley & Lohnes (1976). Evaluation research in education. New York: Irvington Publishers.

6 BEBERAPA MODEL EVALUASI (lanjutan)
Goal-Free Evaluation. Tekanan diberikan kepada: “assess program effects based on criteria apart from the program’s own conceptual framework”. Rujukan: Scriven. (1974). Prose and cons about goal-free evaluation. Dlm Popham (Ed.), Evaluation in education: Current applications. Berkeley, CA: McCuthan.

7 BEBERAPA MODEL EVALUASI (lanjutan)
Advesory Evaluation. Fokus, present the best case for each of two competing alternative interpretations of the program’s value with both sides having access to the same information about the program. Rujukan: Levine. (1973). Scientific method and the adversary model: Some preliminary suggestions. Evaluation Comment, 4(2), 1-3.

8 PEMBAGIAN MODEL LAIN (lanjutan)
Goal Attaintment models Judgmental models emphasizing intrinsic criteria Judgmental models emphasizing extrinsic criteria Decision-facilitation models Popham (1975)

9 Goal Attainment Models
Termasuk goal oriented models; Pengembangan model Tyler, Hammond Langkah2 yang dapat dilakukan: (1) isolating that aspect of the current educational program to be evaluated; (2) defining the relevant institutional and instructional variables; (3) specifying objectives in behavioral terms; (4) assessing the behavior described in the objecives; dan (5) analyzing goal-attainment results.

10 Goal Attainment Models (lanjutan)
Model Metfessel & Michael, dengan 8 langkah: (1) involve members of the total community; (2) construct broad goals and specific objectives; (3) translate specific objectives into forms that are communicable and that facilitate learning; (4) develop measurement instrumentation; (5) carry out periodic measurement; (6) analyze measurement data; (7) interpret analyzed data; dan (8) formulate recommendations for program change or modified goals and objectives

11 Decision-Facilitation Models
Termasuk dalam model ini adalah: CIPP (Context, Input, Process, Product Evaluations) CSE (Center for the Study of Evaluation) dari UCLA Discrepancy models Model Kirkpatrick, mungkin juga dapat dimasukkan dalam kelompok ini

12 CIPP difokuskan pada 4 aspek penting suatu program, yaitu (a) Tujuan (goals); (b) Desain; (c) Pelakaksanaan (process of implementation); dan (d) hasil (outcomes). Terkait dengan akuntabilitas (pertanggungjawaban) manajer program, dan menjadi perhatian banyak audiens, termasuk orang tua siswa dan masyarakat umum

13 CIPP (lanjutan) Empat keputusan yang dibantu:
Planning decisions, apa yang mempengaruhi pemilihan sasaraan dan tujuan program Structuring decisions, terkait pilihan strategi dan pendekatan teroptimal untuk mencapai sasaran dan tujuan Implementing decisions, berbagai usaha untuk mencapai sasaran dan tujuan, berdasarkan strategi, pendekatan, dan metode yang direncanaka Recycling decisions, penentuan keputusan menguah, memperbaiki, meneruskan, atau menghentikan program

14 MODEL KIRKPATRICK (1998) Evaluating: Part of a Ten-Step Process pengembangan program. Dari sini alasan pokok evaluasi menentukan efektivitas suatu program pelatihan. Determining needs Setting objectives Determining subject content Selecting participants Determining the best schedule

15 MODEL KIRKPATRICK (lanjutan)
Selecting appropriate facilities Selecting appropriate instructors Selecting and preparing audiovisual aids Coordinating the program Evaluating the program Catatan: tampaknya lebih kepada upaya formatif dan peningkatan kualitas pelatihan

16 DETERMINING NEEDS Agar program training efektif: Ask the participants
Ask the bosses of the participants Ask others who are familiar with the job and how it is being performed, including subordinates, peers, and consumers Test the participants Analyze performance appraisal forms

17 SETTING OBJECTIVES Setelah needs diketahui, tentukan tujuan. Tiga pertanyaan relevan dijawab dalam penentuan tujuan: What results are we trying to accomplish? What behaviors do we want supervisors and managers to have in order to accomplish the results? What knowledge, skills, and attitudes do we want participants to learn in the training program?

18 DETERMINING SUBJECT CONTENT
Jawab satu pertanyaan berikut untuk penentuan materi: What topics should be presented to meet the needs and accomplish the objectives? Jawaban thd pertanyaan ini akan menentukan pilihan materi sesuai kebutuhan dan tujuan program

19 Selecting participants
Empat keputusan perlu dibuat: Who can benefit from the training? What programs are required by law or by government edict? Should the training be voluntary or compulsary? Should the participants be segregated by level in the organization, or should two or more levels be included in the same class? Seterusnya…

20 ALASAN EVALUASI TRAINING
To justify the existence of the training department (institution) by showing how it contributes to the organization’s objectives and goals To decide whether to continue or discontinue training programs To gain information on how to improve future training programs

21 Effectiveness/Improve Program
Beberapa pertanyaan ini mesti dapat dijawab: To what extent does the subject content meet the needs of those attending? Is the leader the one best qualified to teach? Does the leader use the most effective methods for maintaining interest and teaching the desired attitudes, knowlwdge, and skills? Are the facilities satisfactory?

22 Effectiveness/Improve Program (lanjutan)
Is the schedule appropriate for the participants? Are the aids effective in improving communication and maintaining interest? Was the coordination of the program satisfactory? What else can be done to improve the program?

23 Empat Tingkatan Evaluasi Program Pendidikan (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)

24 Evaluating Reactions Petunjuk untuk evaluasi “Reaction”:
Determine what you want to find out Design a form that will quantify reactions Encourage written comments and suggestions Get 100% immediate response Get honest responses Develop acceptable standards Measure reactions against standards, an take appropriate action Communicate reactions as appropriate

25 Evaluating Learning Petunjuk untuk evaluasi “learning”:
Use control group if practical Evaluate knowledge, skills, and/or attitudes both before and after the program Use a paper and pencil test to measure knowledge and attitudes Use a performance test to measure skills Get a 100% response Use the results of the evaluation to take appropriate actions

26 Evaluating Behavior Petunjuk untuk evaluasi “behavior”:
Use control group if practical Allow time for behavior change to take place Evaluate both before and after the program if practical Survey and/or interview one or more of the following: trainees, their immediate supervisor, their subordinates, and others who often observe their behavior Get 100% response Repeat the evaluation at appropriate times Consider cost versus benefits

27 Evaluating Results Petunjuk untuk evaluasi “results”:
Use control group if practical Allow time for result to be achieve Measure both before and after the program if practical Repeat the measurement at appropriate times Consider cost versus benefits Be satisfied with evidence if proof is not possible

28 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