Evaluasi Penyelenggaraan Pemantapan Kemampuan Profesional (PKP) Pada Jurusan S-1 Pendidikan Dasar (Pendas) Universitas Terbuka

Widuroyekti, Barokah and Sutini, and Asmono, Abas (2012) Evaluasi Penyelenggaraan Pemantapan Kemampuan Profesional (PKP) Pada Jurusan S-1 Pendidikan Dasar (Pendas) Universitas Terbuka. Al-Ibrah, Jurnal Pendidikan dan Keilmuan Islam, Sekolah Tinggi Ilmu Tarbiyah Al-Ibrohimy, 2 (2). pp. 43-62. ISSN 2088-1886

Preview

Text 19-L0032.pdf - Submitted Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (140kB) | Preview

Abstract

This study aimed to evaluate the implementation of PKP in Program Pendas UT UPBJJ Surabaya. Models of evaluation used the Stufflebeam CIPP model. Components are evaluated is the implementation of PKP patterns, planning, implementation, and results of PKP. The research sample of 103 mahsiswa S-1 PGSD and S-1 PG-PAUD, and 44 tutor / supervisor PKP. Data were analyzed with descriptive and qualitative techniques. Concluding the results of the study are: (1) the implementation of PKP pattern very well reviewed from the aspects of goals, procedures, and relevance to the needs, but inadequate targeting competence by the time available, (2) PKP planning guidance in terms of procedures and facilities are good, but planning in terms of student and supervisor is not good, that is not yet performed the data collection of students, qualifications and providing supervisors, (3) the implementation of PKP in general good, but still not good in terms of implementation procedures, the role of peers, and media utilization, (4) PKP results in the form of ability in learning and students' ability to write reports PKP is good , but less well in the preparation of RPP and SKH. Based on the research, put forward recommendations: (1) the task of learning improvement at 1 subjects (2) the course prerequisite (PTK) programmed in the first half close to the PKP, (3) data collection PKP eligible participants, (4) qualifying supervisor relevant, (5) additional hours of guidance, (6) PKP briefing for all parties; (7) the ratio of supervisors: student maximum 1:10; (8) monitoring and evaluation of the implementation of the PKP and supervision of student teaching practice; (9) provision of enrichment material for the preparation of the RPP & SKH by supervisor.

Actions (login required)

View Item