EVALUASI PROGRAM PENDIDIKAN SISTEM GANDA BERDASARKAN STAKE COUNTENANCE MODEL

  • Harto Sundoyo Prodi Kurikulum dan Teknologi Pembelajaran, Program Pascasarjana Universitas Negeri Semarang, Indonesia
  • Totok Sumaryanto Prodi Kurikulum dan Teknologi Pembelajaran, Program Pascasarjana Universitas Negeri Semarang, Indonesia
  • - Dwijanto Prodi Kurikulum dan Teknologi Pembelajaran, Program Pascasarjana Universitas Negeri Semarang, Indonesia

Abstract

Tujuan Penelitian ini adalah mengetahui tingkat keterlaksanaan Program Pendidikan Sistem Ganda(PSG) pada tahapan 1) masukan (antecedents), 2) proses (transactions), 3) hasil (output). Subyek Penelitianmeliputi Wakil Kepala Sekolah bidang kurikulum, Wakil Kepala Sekolah bidang Humas DuDi, WakilKepala Sekolah bidang Sarpras, Wakil Kepala Sekolah Bidang Siswa, Instruktur/Pembimbing DuDi, danPeserta didik yang sudah melaksanakan PSG. Teknik pengambilan data melalui 4 cara yaitu : wawancara,dokumentasi, observasi, dan kuesioner. Hasil penelitian pada tahap 1) masukan (antecedents) meliputia) pada sistem PPDB menggunakan POS, kriteria kelulusan menggunakan nilai UN dan tes wawancara,belum menggunakan tes akademik, b) Kurikulum Tingkat Satuan Pendidikan (KTSP), 46 jam per minggu,jam praktek 16 jam; c) administrasi PSG baik dan lengkap; d) ketersediaan mitra kerja/DuDi mencukupi;belum semua DuDi melaksanakan Mou, e) kualifikasi guru praktek S.1, belum semua memiliki sertifikatkompetensi, 2) proses (transaction) meliputi a) pelaksanaan PSG selama 2 bulan (400 jam), b) kualifikasipembimbing PSG S.1, c) kualifikasi instruktur/pembimbing DuDi masih SLTA, d) kriteria penilaian daripembimbing DuDi mencakup aspek kognitif, sikap, dan ketrampilan, belum ada indikator yang jelas, e)keterlibatan pembimbing DuDi secara periodik dan sesuai dengan job pekerjaan, 3) tahap hasil (output)meliputi a) nilai hasil belajar/praktek kerja dari aspek kognitif, sikap, dan ketrampilan. rata-rata minimal7.5, belum menggunakan indikator yang rinci, b) nilai hasil ujian praktek akhir semester rata-rata minimal7.5.The declaration of Central Java Government as a Vocation Province impacts the role of vocational schools as the centreof education and training, the centre of science and technology development, as well as the centre of production andmarketing. Dual System of Education (DSE) was initiated by the former Ministry of Education and Culture in 1994Prof. Dr. Ing Wardiman Djojonegoro. It was a system that links and matches the interest between education and in-dustry.The objectives of this research are to examine the implementation level of Dual System of Education in phase 1)antecedents consisted of system/criteria of student admission, current curriculum, school facilities, DSE administration,industry partnership and teacher qualification; 2) transactions consisted of schedule, supervisor qualification, instructorqualification, assessment criteria, and structural involvement; 3) output consisted of student achievement in the formof assessment from the industry, student achievement after the implementation of Dual System of Education in thefinal competency test.The subject of the research was the Vice Principle of Curriculum, the Vice Principle of ExternalAf fair, the Vice Principle of Facility and Infrastructure, the Vice Principle of Student Affair, Instructor/Supervisor,and students of Dual System of Education. The data were gathered from interview, documentation, observation andquestionnaire.The results in phase: 1) antecedents are: a) in PPDB system using POS, the criteria for graduation usenational examination score and interview result, not academic test, b) School Based Curriculu, 46 hours per week, 16hours for vocational practice, c) well-managed administration, d) sufficient partnership availability, some partners havenot implemented Mou yet, e) bachelor teacher qualification, some teachers have not had competence certificates; 2)transactions are: a) DSE implementation in 2 months (400 hours), b) DSE supervisor qualification, c) instructor qualifi-cation, d) assessment criteria with cognitive, af fective and skill aspect with unobvious indicator, e) supervisor involvementperiodically according to the job description; 3) outputs are: a) result of vocational study and practice from cognitive,affective and skill aspect. The mean was 7.5 with undetailed indicator, b) result of final vocational practice. The meanwas 7.5 with unobvious indicator.
How to Cite
SUNDOYO, Harto; SUMARYANTO, Totok; DWIJANTO, -. EVALUASI PROGRAM PENDIDIKAN SISTEM GANDA BERDASARKAN STAKE COUNTENANCE MODEL. Innovative Journal of Curriculum and Educational Technology, [S.l.], v. 1, n. 2, dec. 2012. ISSN 2252-7125. Available at: <http://journal.unnes.ac.id/sju/index.php/ujet/article/view/830>. Date accessed: 04 dec. 2016.
Section
Articles

Keywords

Evaluation of Double; System Education Program