Evaluasi Keefektifan Penyelenggaraan Program Beasiswa UT Bagi Guru di Daerah 3T Tahun 2015 dengan Pendekatan The Hierarchy of Policy Process

Purwanto, Agus Joko and Rachman, Ace Sriati (2015) Evaluasi Keefektifan Penyelenggaraan Program Beasiswa UT Bagi Guru di Daerah 3T Tahun 2015 dengan Pendekatan The Hierarchy of Policy Process. Project Report. Universitas Terbuka, Tangerang selatan.

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Abstract

One of the Government's efforts to improve the competence and qualifications of teachers of secondary school is to provide assistance to teachers who live in undeveloped areas through study on scholarship for teachers at undeveloped areas. The research problem is how the effectiveness of policy implementation of Universitas Terbuka (UT) scholarship program for teachers at undeveloped areas. The purpose of this study was to evaluate the effectiveness of policy implementation UT scholarship program for teachers at undeveloped areas. Guided bythe Decree of the State Minister of Rural Development No. 001 / KEP / M-PDT / I / 2005, and orders the Education Minister, UT issued a policy to provide services to students who live in undeveloped areas. UT policy set forth in the Code of UT scholarship program for teachers in the undeveloped areas in 2013. The analysis tool is the Hierarchy of Policy Process of Daniel W. Bromley (1989). According to Bromley policy process structured in three levels, namely (1) the policy level (2) organizational level and (3) operational level. This study focuses on the implementation of the program. The evaluation was done at the organizational level and operational level by evaluating the pattern of interaction. This study is a qualitative study using a qualitative approach to program evaluation. Source of research data is UT regional centers, and student learning group at Bengkulu, Manado, and Surakarta regional center. The research was conducted April to November 2015. The findings of this study are that guidelines UT scholarship program for teachers at undeveloped areas in 2013 have been effective to manage the scholarship program for teachers at undeveloped areas, but need to be improved, especially on the recruitment, learning, and student learning group roles and regional centers. Observed on informants behavior found that there were differences participant motivation (perhaps physical exhaustion) among the students who joined the tutorial. Enthusiasm and familiarity in the study group of students at Wonogiri higher than other regions. The number of students who did not continue the program at Manado quite high than other regions. The students all student learning group who studied had difficulty in transportation and communication networks.

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