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Journal : REiD (Research and Evaluation in Education)

An evaluation of vocational high schools in Indonesia: A comparison between four-year and three-year programs

REiD (Research and Evaluation in Education) Vol 3, No 2 (2017): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta (Yogyakarta State University)

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Abstract

The research aimed to gain insights into the quality of four-year program vocational high school (VHS) in Indonesia compared to four-year program VHS. This research was conducted based on the school graduate standard, business sector and industrial sector (or Dunia Usaha dan Dunia Industri (DUDI)) – or the performance of the graduates and alumni (the graduates’ satisfaction). The research was conducted using Discrepancy Evaluation Model using 16 VHSs (eight four-year program VHSs and eight three-year program VHSs). The result shows that from the standpoint of the school, the graduates of the four-year program VHS are higher in quality than those of the three-year program VHS. The four-year program VHS graduates are more qualified in seven aspects: teamwork, discipline, tenacity, theoretical knowledge, confidence, creativity, and leadership. Meanwhile, using DUDI standpoint, the four-year program VHS graduates are also higher in quality than the three-year program VHS graduates. In addition, the four-year program VHS graduates are better in the quality of their discipline, tenacity, theoretical knowledge, practical skills, confidence, carefulness, creativity, and leadership. The four-year program VHS graduates have a higher level of satisfaction in terms of income than the three-year program VHS graduates. The higher quality of the four-year program VHS graduates has resulted from longer duration of the internship program (PKL) that provides them with reliable experience and skills concerning work-related problem-solving activities.

An evaluation model of educational quality assurance at junior high schools

REiD (Research and Evaluation in Education) Vol 2, No 2 (2016): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta (Yogyakarta State University)

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Abstract

The study was to develop an appropriate evaluation model of quality assurance (QA) for evaluating the programs of the educational QA (EQA) at junior high schools. The study was a research and development study that referred to the steps developed by Borg and Gall. The results of the study show that the evaluation model of EQA in junior high schools consist of the implementation of QA system and the performance of QA. The constructs for the instrument of QA system implementation consisted of planning, implementation, monitoring and evaluation, and the act of revision is based on the exploratory factor analysis at the significance level of 0.000. The constructs for the instrument of EQA performance consisted of: resource development; program and activity development; participation, satisfaction, knowledge change, attitude change, and behavior change of school community; social, economic, and school environmental development based on the exploratory factor analysis at the significance level of 0.000. The feasibility of the evaluation model is in a good category based on  experts’, users’, and practitioners’ judgment and the evidence found in the field testing.

The effectiveness of web-based interactive blended learning model in electrical engineering courses

REiD (Research and Evaluation in Education) Vol 1, No 2 (2015): December
Publisher : Universitas Negeri Yogyakarta (Yogyakarta State University)

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Abstract

The study was to test the effectiveness of the Web-Based Interactive Blended Learning Model (BLIBW) for subjects in the Department of Electrical Engineering, Padang State University. The design that the researcher employed was a quasi-experimental design with one group pretest-posttest, which was conducted on a group of students consisting of 30 people and the test was conducted for two times. The effectiveness of BLIBW Model was tested by comparing the average pretest scores and the average posttest scores both in the first trial and the second trial. The average prestest and posttest scores in the first trial were 14.13 and 33.80. The increase in the average score was significant at alpha 0.05. Then, the average pretest and posttest scores in the second trial were 18.67 and 47.03. The result was also significant at alpha 0.05. The effectiveness of BLIBW Model in the second trial was higher than in the first test. Those result were not entirely satisfactory and it might be caused several weaknesses in both tests such as: the number of sessions were limited, there was only one subject, and the number of students who were subjected too limited. However, the researcher would like to conclude that the BLIBW Model might be implemented as a replacement alternative for the face-to-face instruction.