Evaluasi pemanfaatan laboratorium pada diklat pengendali hama dan penyakit ikan di Balai Diklat Aparatur Kementerian Kelautan dan Perikanan

Fajar Nugroho

doi:10.21831/pep.v22i2.18458

Evaluasi pemanfaatan laboratorium pada diklat pengendali hama dan penyakit ikan di Balai Diklat Aparatur Kementerian Kelautan dan Perikanan

Fajar Nugroho, Balai Diklat Aparatur, Kementerian Kelautan dan Perikanan, Indonesia

10.21831/pep.v22i2.18458

Abstract

Keberadaan laboratorium menjadi hal yang penting dalam pelaksanaan Diklat Pengendali Hama dan Penyakit Ikan (PHPI) oleh karena itu Balai Diklat Aparatur (BDA) Kementerian Kelautan dan Perikanan (KKP) bekerjasama dengan Stasiun Karantina Ikan Kelas II Cirebon pada tahun 2014 membangun laboratorium uji karantina ikan di lingkungan kampus BDA KKP. Kajian ini bertujuan untuk mengevaluasi pemanfaatan laboratorium Diklat PHPI dengan mengukur perubahan kepuasan peserta terhadap ketersediaan media pembelajaran dan kelengkapan fasilitas belajar mengajar, nilai hasil belajar, peningkatan pengetahuan dan keterampilan peserta sebelum dan setelah laboratorium digunakan. Data diperoleh melalui pengisian angket/ kuesioner evaluasi pelaksanaan diklat kepada peserta. Validitas dan reabilitas instrumen telah diuji sehingga istrumen dapat digunakan dengan valid dan reliabel. Uji t dilakukan untuk mengetahui perbedaan nilai pengukuran sebelum dan sesudah laboratorium beroperasi. Hasil kajian menunjukkan bahwa semua indikator meningkat setelah operasionalisasi laboratorium di BDA. Secara statistik kepuasan peserta terhadap kelengkapan fasilitas pembelajaran dan keterampilan peserta meningkat signifikan. Adapun peningkatan pengetahuan peserta, peningkatan kepuasan peserta terhadap kelengkapan media pembelajaran dan peningkatan nilai hasil belajar peserta, secara statistik tidak meningkat signifikan.

Kata kunci: evaluasi, diklat, laboratorium, pemanfaatan, PHPI

THE EVALUATION OF LABORATORY UTILIZATION ON FISH QUARANTINE OFFICERS TRAINING IN MARINE AND FISHERIES OFFICERS TRAINING CENTER, MINISTRY OF MARINE AFFAIRS AND FISHERIES

Abstract

The laboratory become inseparable in Fish Quarantine Officer Training. Therefore, Marine and Fisheries Officers Training Center (MFO TC) in collaboration with Cirebon Fish Quarantine Office build the fish quarantine laboratorium in MFO TC campus in 2014. This study was conducted to evaluate the lab utilitazion by measure the change of training participans satisfaction in learning media and facilities, participans final grade, and cognitive/knowledge and psychomotor skill enhancement before and after laboratory operationalization. Data were collected by distributed the evaluation questionnaire. The instruments were used in this study valid and reliable according to the result of the instrument’s validity and reability test. T-test two samples for means was used to analyse the differences of measurement before and after laboratory operationalization. Statistically, psychomotor skill enhancement and training participans satisfaction in facilities were significant increased after laboratory operationalization. Knowledge enhancement, training participans satisfaction in learning media and final grade were insignificant increased.

Keywords: fish quarantine officer, laboratory, evaluating, utilization, training

Keywords

fish quarantineofficer; laboratory; evaluating; utilization; training

Full Text:

Fulltext PDF

References

Arikunto, S., & Jabar, C. S. abdul. (2014). Evaluasi Program Pendidikan (2nd ed.). Jakarta: Bumi Aksara.

Bloom, B. S. (1956). Taxonomy of educational objective cognitive domain. New York: Longmans, Green and Co.

Edward, J. E., Scott, J. C., & Raju, N. S. (2007). Evaluating human resources programs: A 6-phase approach for optimizing performance. San Fransisco: Pfeiffer.

Fathurrahman, P., & Sutikno, S. (2007). Strategi belajar mengajar. Bandung: PT Refika Aditama.

Fleming, D., & Storr, J. (1999). The impact of lecture theatre design on learning experience. Facilities, 17(7/8), 231–236. https://doi.org/10.1108/02632779910270186

Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (1996). Instructional mediaand technologies for learning. Englewood Cliffs New Jersey: Prentice-Hall, Inc, Asimon & Scuster Company.

Hiltz, S. R., & Wellman, B. (1997). Asynchronous learning networks as a virtual classroom. Communications of the ACM, 40(9), 44–49. https://doi.org/10.1145/260750.260764

Hunter, C., Mccosh, R., & Wilkins, H. (2003). Integrating learning and assessment in laboratory work. Chem. Educ. Res. Pract., 4(1), 67–75. https://doi.org/10.1039/B2RP90038F

Kasilingam, G., Ramalingam, M., & Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education. Journal of Young Pharmacists, 6(1), 27–33. https://doi.org/10.5530/jyp.2014.1.5

Killen, R. (2003). Effective teaching strategies: lessons from research & practice. Melbourne: Thomson Social Science Press.

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: the four levels(3rd ed.). San Francisco: Berret-Koehler Publisher, Inc.

Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

Kozma, R. B. (1991). Learning with Media. Review of Educational Research, 61(2), 179–211. https://doi.org/10.3102/00346543061002179

Krivickas, R. V., & Krivickas, J. (2007). Laboratory instruction inengineering education. Global Journal of Engineering Education, 11(2), 191–196.

Lembaga Administrasi Negara. (2017). Petunjuk teknis akreditasi diklat. Jakarta: Pusat Pengembangan Program dan Pembinaan Diklat, Lembaga Administrasi Negara.

Menteri Negara Pendayagunaan Aparatur Negara dan Reformasi Birokrasi. Peraturan Menteri Negara Pendayagunaan Aparatur Negara dan Reformasi Birokrasi Nomor 22 Tahun 2010 tentang Jabatan Fungsional Pengendali Hama dan Penyakit Ikan dan Angka Kreditnya (2010).

Mohan, T., McGregor, H., Saunders, S., & Archee, R. (1997). Communicating!: theory & practice (4th ed.). Sydney: Harcourt Brace.

Naz, A. A., & Akbar, R. A. (2008). Use of media for effective instruction its importance: some consideration. Journal of Elementary Education, 18(1–2), 35–40. Retrieved from http://pu.edu.pk/images/journal/JEE/PDF-Files/JEE-18(1-2) No_3.pdf

Presiden Republik Indonesia. Peraturan Presiden Republik Indonesia Nomor 2 Tahun 2015 tentang Rencana Pembangunan Jangka Menengah Nasional Tahun 2015 -2019 (2015).

Pusat Pelatihan Kelautan dan Perikanan. (2013). Pedoman penyelenggaraan diklat PHPI. Jakarta: Pusat Pelatihan Kelautan dan Perikanan, Kementerian Kelautan dan Perikanan.

Salim, K. R., Puteh, M., & Daud, S. M. (2012). Assessing students’ practical skills in basic electronic laboratory based on psychomotor domain model. In International Conference on Teaching and Learning in Higher Education (ICTLHE)(pp. 546–555).

Schank, R. C., Berman, T. R., & Macpherson, K. A. (1999). Learning by doing. In C. M. Reigeluth (Ed.), Instructional-Design Theories and Model: A New Paradigm of Instructional Theory 2 (pp. 161–175). New Jersey: Lawrence Erlbaum Associates.

Simpson, E. J. (1966). The classification of educational objectives: the psychomotor domain. Illinois Joumal of Home Economics, 10(4).

Syamsuddin, A. R., & Damaianti, V. S. (2011). Metode penelitian pendidikan bahasa. Bandung: Remaja Rosdakarya.

Thomas, M. (2008). Effective teaching: a measure of excellence. New Delhi: S.Chand & Company.

Wallace, M. (1991). Training foreign language teachers. Cambridge: Cambridge University Press.

Zaghloul, A.-R. M. (2001). Assessment of lab work: A three-domain model; cognitive, affective and psychomotor. In ASEE Annual Conference & Exposition. Albuquerque.

DOI: https://doi.org/10.21831/pep.v22i2.18458