Evaluasi Praktik Kependidikan (PK) Mahasiswa Prodi PJKR di Masa Pandemi Covid-19

Abstract

Praktik Kependidikan (PK) merupakan program wajib tempuh bagi mahasiswa prodi kependidikan untuk menyiapkan diri menjadi guru profesional, namun PK pada dua tahun belakangan tidak dapat berjalan sebagaimana mestinya akibat adanya pandemi. Tujuan dari penelitian ini adalah untuk mengevaluasi penyelenggaraan PK Mahasiswa Program Studi Pendidikan Jasmani Kesehatan dan Rekreasi (PJKR) di Masa Pandemi Covid. Langkah-langkah teknik pengumpulan data meliputi usaha membatasi penelitian, mengumpulkan informasi melalui observasi, wawancara, baik yang       terstruktur maupun tidak. Penelitian menggunakan metode CIPP. Context: 1) Latar Belakang Program mendapatkan nilai rata-rata 3,44 kategori baik; 2) Pembinaan mendapatkan nilai rata-rata 3,53 kategori baik; dan 3) Tujuan Program Pembinaan mendapatkan nilai rata-rata 3,61 kategori Baik. Input: 1) Kualifikasi Guru pamong dengan nilai rata-rata 3,63 kategori Baik, 2) Mahasiswa PK nilai rata-rata 3,48 kategori Baik, 3) Sarana dan Prasarana nilai rata-rata 3,59 kategori Baik, 4) Dukungan dari orangtua nilai rata-rata 3,72 kategori Baik. Sedangkan pada indikator 5) Pendanaan nilai rata-rata 3,24 kategori Cukup Baik. Process: 1) Pelaksanaan Program Sekolah nilai rata-rata 3,47 kategori Baik, dan 2) Monitoring nilai rata-rata 3,38 dengan kategori Baik. Product: Indikator Prestasi mendapatkan skor rata-rata nilai 1,67 kategori Tidak Baik.

Educational Practice (PK) is a mandatory program for students of education study programs to prepare themselves to become professional teachers, but PK in the last two years has not been able to run properly due to the pandemic. The purpose of this study was to evaluate the implementation of Educational Practices (EP) for Students of the Physical Education Health and Recreation Study Program (PEHR) during the Covid Pandemic Period. The steps of data collection techniques include efforts to limit research, collect information through observation, interviews, both structured and unstructured. The study used the CIPP method. Context: 1) Program Background got an average score of 3.44; 2) Coaching gets an average score of 3.53; and 3) The objective of the Coaching Program is to get an average score of 3.61, all three of which are in the Good category. Inputs: 1) Qualifications of Civil Service Teachers with an average score of 3.63; 2) EP students have an average score of 3.48; 3) Facilities and infrastructure with an average score of 3.59; 4) Support from parents with an average score of 3.72, all four of them were in a Good category. Meanwhile, indicator 5) Funding has an average value of 3.24 in the Fairly Good category. Process: 1) Implementation of School Programs with an average score of 3.47 in the Good category, and 2) Monitoring an average score of 3.38 in the Good category. Product: Achievement Indicators get an average score of 1.67 in the Bad category.