Abstrak : Regulasi diri pada mahasiswa yang tinggal dipondok pesantren mahasiswa berperan penting untuk mengelola diri terhadap aktivitas yang mana menyertakan kemampuan dalam berperilaku, motivasi ...hingga keyakinan dan pengetahuan akan suatu hal seperti merencanakan, melakukan monitoring dan evaluasi dalam proses belajar sehingga tercapai target yang telah ditentukan terlebih dalam masa transisi dari pembelajaran daring kepada pembelajaran tatap muka. Penelitian ini bertujuan untuk menjelaskan regulasi diri dalam masa transisi pembelajaran dalam jaringan (daring) ke tatap muka pada mahasiswa yang tinggal di pondok pesantren mahasiswa Darussalam Kartasura. Penelitian ini menggunakan penelitian kualitatif di lapangan dengan pendekatan deskriptif naratif dan metode pengumpulan data berupa kuesioner terbuka. Subjek primer penelitian ini yaitu seluruh mahasiswa yang tinggal di pondok tersebut jumlah 80 santri. Hasil penelitian menunjukkan bahwa santri memiliki regulasi diri yang baik karena santri mampu mengelola dirinya dalam meneyesuaikan diri dengan berbagai aktifitas yang padat. Hal tersebut dapat dilihat dari kemampuannya dalam menyusun rencana, target yang hendak dicapai, berbagai strategi yang harus dilakukan ketika terdapat kendala dalam mencapai target, menyusun skala prioritas, menggunakan waktu sebaik mungkin. Terdapat berbagai faktor yang mempengaruhi regulasi diri pada mahasiswa yang tinggal dipondok seperti faktor motivasi yang berasal dari orang tua, lingkungan dan pengasuh, para ustadz ustadzah serta pengurus pondok pesantren.
Kata Kunci: pembelajaran mandiri, pembelajaran tatap muka, pondok pesantren mahasiswa.
This study aims to evaluate the learning of the Study Group of Packages C programme in Sragen Regency. This evaluation research uses the EPPKC model, which consists of Process and Product aspects. ...This research uses a mixed method, a combination of quantitative and qualitative research using a descriptive approach. The evaluation subjects in this study were 322 people, including the Study Group of Packages C programme organiser, tutors, and learning citizens in the Sragen Regency. The main field trial used a sample of 84 people, while the operational field trial used a sample of 238 people. Data were collected using questionnaires, interviews, observation and documentation. Data validity techniques used source and method triangulation. The qualitative data analysis technique used in this research is an interactive analysis model, while the quantitative questionnaire results were analysed using the percentage analysis formula (percentile). The results showed that (1) the implementation of the Study Group of Packages C programme learning for the process component was included in the good category, (2) the Study Group of Packages C programme learning for the product component was included in the good category, and (3) the results of the Reviewer's Assessment of the EPPKC Instrument in the Study Group of Packages C Programme were included in the excellent category.
The purpose of this study is to examine developing critical thinking skills in learning fiqh of MIN 7 Boyolali, as well as the supporting and inhibiting factors. This research uses a qualitative ...method with a case study approach. Data collection techniques using interviews, observation, and documentation. Data analysis techniques are data collection, data reduction, and conclusion drawing/verification. The results showed that developing critical thinking skills in fiqh learning at MIN 7 Boyolali has been carried out quite well. This shows that the fiqh teacher at MIN 7 Boyolali has a good understanding of critical thinking skills and how to apply them in fiqh learning. In addition, teachers have also used various learning methods that can develop critical thinking skills. However, there are still some things that can be improved in developing critical thinking skills in fiqh learning at MIN 7 Boyolali, namely teachers need to provide more opportunities for students to practice critical thinking, and the fiqh curriculum and syllabus need to be reviewed to place more emphasis on developing critical thinking skills. The contribution of this research is to provide an overview of the development of critical thinking skills in fiqh learning at MIN 7 Boyolali and provide recommendations to improve the development of critical thinking skills.
This study aims to create a model for developing expertise evaluation programs at the IAIN Surakarta PIAUD Department. The research method used is development research (Research and Development). The ...results showed that the EPPK model produced had two-dimensional constructs, namely processes and products. The dimensions of the process of publishing instrument planning, implementation and output. The product dimensions are complete instruments of dance ability, musical ability, storytelling ability and artistic ability. This EPPPK model has approved the feasibility of criteria: a. has a good format (average 79.7%), b. has approved the substance of a good evaluation model (average 79.2%), c. has a good evaluation procedure (average 80%). The EPPK model has a very good success rate, it is proven that expertise program lecturers can use the EPPK model easily. The results of the evaluation using the EPPK model can provide a complete and comprehensive description of the program for conducting expertise in the Surakarta IAIN PIAUD Department.
Key Words: Early Childhood Education (PIAUD), Evaluation Model, Expertise Practice Programs for Early Childhood (EPPK)
References
Amrein-Beardsley, A., Polasky, S., & Holloway-Libell, J. (2016). Validating Bvalue added^ in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system. Educational Assessment, Evaluation and Accountability. Educational Assessment, Evaluation and Accountability.
Borg, W. R., & Gall, M. D. (1989). Educational research. New York: Longman.
Briggs, D. C., & Dadey, N. (2017). Principal holistic judgments and high-stakes evaluations of teachers. Educational Assessment, Evaluation and Accountability.
Cizek, B. J. (2000). Pockets of resistance ini the assessment revolution. Educational measurement issues and practice journal, 192.
Elliot, R. B. (2018). Understanding Faculty Engagement in Assessment through Feedback and Dialogues: A Mixed Methods Approach. International Journal of Evaluation and Research in Education, 7(2).
Eseryel, D. (2002). Approaches to evaluation of training: Theory & Practice. Educational Technology & Society, 5(2).
Hallinger, P., Heck, R., & Murphy, J. (2014). Teacher evaluation and school improvement: an analysis of the evidence. Educational Assessment, Evaluation and Accountability.
Hasan, H. (2009). Evaluasi Kurikulum (II). Bandung: PT Remaja Rosdakarya.
Herpich, S., & Pratoreus, K. A. (2018). Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education.
Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability.
Ovretveit, J. (2002). Evaluation of quality improvement programmes. Quality and Safety in Health Care, 11(3), 270–275. https://doi.org/10.1136/qhc.11.3.270
Roegman, R., Goodwin, A. L., & Reed, R. (2016). Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program. Educational Assessment, Evaluation and Accountability.
Seng, K.-H., Diez, C. R., Lou, S.-J., Tsai, H.-L., & Tsai, T.-S. (2010). Using the Context, Input, Process and Product model to assess an engineering curriculum. World Transactions on Engineering and Technology Education, 8(3).
Skedsmo, G., & Huber, S. G. (2016). Teacher evaluation—accountability and improving teaching practices. Teacher evaluation—accountability and improving teaching practices.
Skedsmo, G., & Huber, S. G. (2018). Teacher evaluation: the need for valid measures and increased teacher involvement. Educational Assessment, Evaluation and Accountability, 30(1), 1–5. https://doi.org/10.1007/s11092-018-9273-9
Steinert, Y., Cruess, S., Cruess, R., & Snell, L. (2005). Faculty development for teaching and evaluating professionalism: From Programme Design To Curriculum Change. Medical Education.
Stufflebeam, D. L. (2003). The CIPP model for evaluation. Oregon Program Evaluators Network.
Uerz, D., Vorman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education.
Vrasidas, C. (2000). Constructivism Versus Objectivism: Implications for interaction, Course Design, And Evaluation In Distance Educatio. International Journal of Educational Telecommunications, 6(4).
Wahyuni, A., & Kartawagirun, B. (2018). Developing Assessment Instrument Of Qirāatul Kutub At Islamic Boarding School. Jurnal Penelitian dan Evaluasi Pendidikan, 22(2).
The academic supervision is an effort to help teachers develop their abilities to achieve learning goals, but the most of the early childhood education isntitutions do not yet know the guidelines and ...format of academic supervision that is in accordance with the standards for early childhood education. This study aims to develop a model of academic supervision in early childhood education (ECE) institutions. Using Research and Development approach, this study has developed an academic supervision model. The data of this study were collected using questionnaire to 50 respondents. Observation, interview and document collection also used to enrich the data and information for the academic supervision model. The data analyzed using descriptive qualitative technique, while the quantitative technique used for the eligibility of this academic supervision model. This academic supervision model has this following eligibility criteria: a. have a good format (80% on average), b. has good supervision model substance (an average of 81%), c. have good supervision procedures (80% on average). The academic supervision model in ECE has a very good success rate, it is proven that teachers can use this model easily. The use of this supervision model can provide a complete and comprehensive description of academic supervision in early childhood education institutions.
PDF
