EVALUASI PROGRAM PENDIDIKAN GURU PENGGERAK DI PROVINSI BALI

Putu Laksmita Ari Dewi, I Made Candiasa, Ni Ketut Widiartini

Abstract

Program Pendidikan Guru Penggerak merupakan kebijakan strategis Kemendikbudristek untuk meningkatkan kompetensi guru dan kepemimpinan pembelajaran, namun pelaksanaannya perlu dievaluasi guna mengetahui kesesuaian antara perencanaan, proses, dan hasil program. Penelitian ini bertujuan mengevaluasi pelaksanaan Program Pendidikan Guru Penggerak di Provinsi Bali menggunakan model evaluasi CIPP (context, input, process, product). Penelitian menggunakan pendekatan kuantitatif evaluatif yang didukung data kualitatif. Subjek penelitian terdiri atas 356 guru penggerak, 148 fasilitator, dan 243 pengajar praktik. Data dikumpulkan melalui angket tertutup dan pertanyaan terbuka dengan instrumen yang telah memenuhi uji validitas dan reliabilitas. Data kuantitatif dianalisis menggunakan Penilaian Acuan Ideal Teoretik (PAIT), sedangkan data kualitatif dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa pelaksanaan program berada pada kategori sangat baik pada seluruh aspek evaluasi dan seluruh kelompok responden. Program ini terbukti meningkatkan kompetensi pedagogik, profesional, sosial, serta kepemimpinan pembelajaran guru, sekaligus memberikan dampak positif terhadap budaya belajar di sekolah. Kendala yang masih ditemukan meliputi beban kerja, manajemen waktu, dan dukungan lingkungan kerja. Penelitian ini menyimpulkan bahwa program telah berjalan efektif dan perlu diperkuat melalui koordinasi antar pemangku kepentingan, dukungan institusional, serta strategi keberlanjutan program.

Full Text:

PDF

References

Apiyani, Supriani, Y., Kuswandi, W., & Arifudin, O. (2022). Implementasi Pengembangan Keprofesian Berkelanjutan dalam Meningkatkan Kompetensi Profesional Guru. Jurnal Ilmiah Ilmu Pendidikan, 5(2). https://jiip.stkipyapisdompu.ac.id/jiip/index.php/JIIP/article/view/443

Aryati, G. A. P. B., Divayana, D. G. H., & Ratnaya, I. G. (2023). Evaluation of Character Education in Public High School Using the CIPP Model. 56, 349–358. https://doi.org/DOI: https://doi.org/10.23887/jpp.v56i2.66144

Asih, N. M. U., Setemen, K., Artanayasa, I. W., & Widiartini, N. K. (2023). The Evaluation of Handicrafts and Entrepreneurship Learning Process at SMAN 1 Kerambitan. 8(1), 529–540.

Bank, W. (2022). Education Technology and Teacher Development in Emerging Economies. World Bank. https://www.worldbank.org/

Candiasa, I. M. (2010). Pengujian Instrumen Penelitian Disertai Aplikasi ITEMAN dan BIGSTEPS. Singaraja: Unit Penerbitan Universitas Pendidikan Ganesha.

Candiasa, I. M. (2014). Evaluasi Program RKBI Jurusan Pendidikan Matematika Fakultas MIPA Universitas Pendidikan Ganesha. Seminar Nasional FMIPA Undiksha IV Tahun 2014, 214–222.

Candiasa, I. M. (2020). Analisis Data dengan Statistik Univariat dan Bivariat. Singaraja: Unit Penerbitan Undiksha Press.

Collie, R. J. (2020). COVID-19 and teachers’ somatic burden, stress, and emotional exhaustion: Examining the role of workload. Social Psychology of Education, 24(5), 1–20.

Dantes, N. (2023). Evaluasi dan Asesmen Pembelajaran. Singaraja: Undiksha Press.

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Review of Educational Research, 87(4), 1–44. https://doi.org/10.3102/0034654317726800

Divayana, D. G. H. (2013). Evaluasi Pemanfaatan E-Learning Menggunakan Model CSE-UCLA. 280–289. httpsjurnal.uny.ac.idindex.phpcparticleview12853pdf

Divayana, D. G. H. (2017). Evaluasi Pelaksanaan Blended Learning di SMK TI UDAYANA Menggunakan Model CSE-UCLA. 7(1), 64–77. http://journal.uny.ac.id/index.php/jpv

Divayana, D. G. H., Adiarta, A., Santiyadnya, N., Suyasa, P. W. A., & Andayani, M. S. L. (2022a). Rancangan Model CIPP Berbasis WP Untuk Mengevaluasi Keefektifan Pembelajaran Online. Jurnal Penelitian Dan Pengembangan Pendidikan, 6(2), 275–285. https://doi.org/10.23887/jppp.v6i2.47894

Divayana, D. G. H., Adiarta, A., Santiyadnya, N., Suyasa, P. W. A., & Andayani, M. S. L. (2022b). Rancangan Model CIPP Berbasis WP Untuk Mengevaluasi Keefektifan Pembelajaran Online. 6(2), 275–285. https://doi.org/https://doi.org/10.23887/jppp.v6i2.47894

Divayana, D. G. H., & Sugiharni, G. A. D. (2016). Evaluasi Program Sertifikasi Komputer Pada Universitas Teknologi Indonesia Menggunakan Model CSE-UCLA. 5(2), 158–165.

Divayana, D. G. H., Suyasa, P. W. A., & Widiartini, N. K. (2022). An Innovative Model as Evaluation Model for Information Technology-Based Learning at ICT Vocational Schools. Heliyon, 7(4). https://doi.org/10.1016/j.heliyon.2021.e06623

DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6–11.

Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2015). Program Evaluation: Alternative Approaches and Practical Guidelines. Pearson.

Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221–239. https://doi.org/10.1080/15700760500244793

Heri Risdiyanto, et al. (2024). Evaluasi Program Guru Penggerak Di Kota Bandar Lampung. Jurnal Ilmiah Pendidikan Dasar, 9(1), 1751–1767. http://journal.unpas.ac.id/index.php/pendas/article/view/11501%0Ahttps://journal.unpas.ac.id/index.php/pendas/article/download/11501/5491

Kardiawan, I. K. H., Widiana, I. W., & Ratnaya, I. G. (2023). Evaluasi Penerapan Kebijakan Program Pendidikan Karakter di Perguruan Tinggi dengan Model CIPP. 4(2), 256–265. https://doi.org/https://doi.org/10.23887/mpi.v4i2.65528

Kim, L. E., & Asbury, K. (2022). Teacher burnout and workload intensification: Examining occupational stress in education. Educational Review.

Mahadewi, I. A., Candiasa, I. M., & Divayana, D. G. H. (2023). The Evaluation of Online Learning Effectiveness in Economic Course. 56, 473–480. https://doi.org/https://doi.org/10.23887/jpp.v56i3.67710

Marhaeni, A. A. I. . (2012). Evaluasi Program Pendidikan (Bahan Ajar Mahasiswa Program Pasca Sarjana).

Mertasari, N. M. S. (2021). Pengujian Instrumen Penelitian Kuantitatif. Depok: Rajawali Pers.

Mertasari, N. M. S. (2022). Summative Evaluation of ICT-Based Learning Media. Journal of Educational Research and Evaluation, 6(3), 688–695.

Mertasari, N. M. S., & Candiasa, I. M. (2022). Formative Evaluation of Digital Learning Materials. Journal of Education Technology, 6(3), 507–514. https://doi.org/https://doi.org/10.23887/jet.v6i3. 44165

Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5–12. https://doi.org/10.1002/ace.7401

Mudanta, K. A., Astawan, I. G., & Jayanta, I. N. L. (2020). Instrumen Penilaian Motivasi Belajar dan Hasil Belajar IPA Siswa Kelas V Sekolah Dasar. 25(2), 262–270.

Nurhasanah, Sukmawati, & M.Syukri. (2022). EVALUASI PROGRAM GURU PENGGERAK DI SMA KABUPATEN KUBU RAYA. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, XI, 1308–1321. https://doi.org/10.26418/jppk.v11i9.57874

Ratnaya, G., Indriaswuri, R., Widayanthi, D. G. C., Atmaja, I. M. P. D., & Dalem, A. A. G. P. K. P. (2022). CIPP Evaluation Model for Vocational Education: A Critical Review. Education Quarterly Reviews, 5(3), 1–8. https://doi.org/10.31014/aior.1993.05.03.519

Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Review of Educational Research, 78(3), 635–674. https://doi.org/10.3102/0034654308325183

Rohman, M. F., Sudirman, S., Waluyo, U., Sumardi, L., & Fahruddin, F. (2023). Evaluasi Program Pendidikan Guru Penggerak di Kabupaten Lombok Utara NTB. Jurnal Paedagogy, 10(4), 1128. https://doi.org/10.33394/jp.v10i4.9122

Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. https://doi.org/10.1007/s10833-006-0001-8

Stufflebeam, D. L., & Zhang, G. (2017). The CIPP Evaluation Model: How to Evaluate for Improvement and Accountability. New York: The Guilford Press.

Tan, C. Y., Dimmock, C., & Walker, A. (2024). How School Leadership Practices Relate To Student Outcomes: Insights From A Three-level Meta-analysis. Educational Management Administration & Leadership, 52(1), 6–27. https://doi.org/10.1177/17411432211061445

Taylor, E. W. (2021). Transformative Learning Theory (Issue 119). The Oxford Handbook of Lifelong Learning. https://doi.org/10.1002/ace

Tegeh, I. M., Jampel, I. N., & Pudjawan, K. (2014). Model Penelitian Pengembangan. Graha Ilmu.

UNESCO. (2023). Global Education Monitoring Report 2023: Technology in education. UNESCO. https://unesdoc.unesco.org/

Wahyuni, F. S., & Supendi, P. (2023). Penerapan manajemen pengembangan keprofesian berkelanjutan (PKB) untuk meningkatkan kualitas dan profesionalisme guru. Jurnal Penelitian Tarbawi, 8(2). https://jurnal.iaihpancor.ac.id/index.php/tarbawi/article/view/1286

Wenner, J. A., & Campbell, T. (2022). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research.

Widiana, I. W., Gading, I. K., Tegeh, I. M., & Antara, P. A. (2023). Validasi Penyusunan Instrumen Penelitian Pendidikan. Depok: Rajawali Pers.

Wiratnaya, I. M., Yudana, I. M., & Divayana, D. G. H. (2020). Evaluasi Pelaksanaan Program Penguatan Pendidikan Karakter. 11(2), 139–148. https://doi.org/https://doi.org/10.23887/japi.v11i2.3427

Zhao, Y., Li, W., Jiang, H., Siyiti, M., Zhao, M., You, S., Li, Y., & Yan, P. (2024). Development of a Blended Teaching Quality Evaluation Scale (BTQES) for Undergraduate Nursing Based on the Context, Input, Process and Product (CIPP) Evaluation Model: A Cross-Sectional Survey. Nurse Education in Practice, 77(April), 103976. https://doi.org/10.1016/j.nepr.2024.103976

DOI: https://doi.org/10.37637/dw.v13i1.2887

Refbacks

  • There are currently no refbacks.