Evaluasi pelaksanaan program Seamolec di SMK Daerah Istimewa Yogyakarta

 Ahlusi Sunnah, Sukoco Sukoco

Abstract


Penelitian ini bertujuan untuk mengetahui pelaksanaan program SEAMOLEC di SMK Daerah Istimewa Yogyakarta (DIY) yaitu program kolaborasi e-learning, pertukaran siswa, pertukaran guru dan pelatihan guru ditinjau dari aspek: (1) context (, (2) input, (3) process, dan (4) product. Penelitian ini merupakan penelitian evaluasi yang menggunakan model CIPP (Context, Input, Process, and Product). Populasi dalam penelitian ini adalah sebelas SMK DIY yang telah menjalin kerjasama dengan Thailand Selatan. Sumber data adalah guru koordinator program SEAMOLEC di SMK DIY. Penelitian ini menggunakan sampel total. Pengumpulan data dalam penelitian ini menggunakan metode angket dan dokumentasi. Analisis validitas dengan validitas isi yaitu expert judgement. Teknik analisis data yang digunakan adalah analisis deskriptif. Hasil penelitian ini menunjukkan bahwa: pelaksanaan program SEAMOLEC di DIY ditinjau dari aspek: (1) context, termasuk dalam kategori sangat sesuai, yaitu relevan dengan latar belakang dan tujuan program; (2) input, termasuk dalam kategori sangat baik yaitu kesiapan SDM di sekolah dan biaya pelaksanaan program; (3) process, termasuk dalam kategori sangat, yaitu waktu pelaksanaan dan interaksi siswa dan guru; (4) product, termasuk dalam kategori sangat baik, yaitu dari segi hasil program. Faktor pendukung program yaitu sarana prasarana laboratorium komputer yang lengkap, dukungan kepala sekolah, dan penyelenggaraan pelatihan bahasa Thailand. Sedangkan faktor penghambat program yaitu dana yang masih sangat kurang.

 

AN EVALUATION OF SEAMOLEC PROGRAM IMPLEMENTATION IN YOGYAKARTA SPECIAL TERRITORY (DIY)

Abstract

This study aims to determine the implementation of SEAMOLEC programs in SMK’s in DIY which collaborative e-learning, student exchange programs, exchange teacher, and teacher training, in terms of the aspects of: (1) context, (2) input, (3) process, and (4) product. This study is an evaluation using the model of CIPP (Context, Input, Process, and Product). The population wast 11 vocational high schools (VHS) in DIY which have a partnership program with South Thailand. Data source is a teacher in the vocational program coordinator of SEAMOLEC in DIY. The research used the total sample. The data collection techniques in this study used questionnaires and documentation. The analysis of the validity of the content validity was through expert judgment. The data analysis used the descriptive analysis. The results of this study show that the program implementation of SEAMOLEC in DIY in terms of the aspect of: (1)context is in a very appropriate category, which is relevant to the background and objectives of the program; (2) input is in the an excellent category, which shows the readiness of the human resources in the school and the cost of the implementation of the program; (3) process is in the excellent category, which is execution time and the interaction of students and teachers; (4) product is in an excellentcategory, in terms of program outcomes. The supporting factors include the complete computer lab, the principal’s support, and training and implementation of the language, while the inhibiting factor is the low fund for the program.


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DOI: https://doi.org/10.21831/jpv.v4i2.2542

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