JKP | Jurnal Kepemimpinan Pendidikan

EVALUATION OF EDUCATIONAL FACILITIES AND INFRASTRUCTURE MANAGEMENT PROGRAM IN IMPROVING THE QUALITY OF EDUCATION

Bustanul ARIFIN — Fri, 06 Dec 2024 00:00:00 +0700

Facilities and infrastructure are crucial in supporting the smooth learning process. The teaching and learning process can run effectively with adequate facilities and infrastructure. This study aims to analyze and evaluate the management of educational facilities and infrastructure to improve the quality of education. This research uses a qualitative approach with an evaluation method through the discrepancy model. The study was conducted at SDIT Daar El Khaer, Tigaraksa, Tangerang, involving 5 research subjects: the principal, the head of facilities and infrastructure, the school committee, students, and parents. Data were collected through observation, interviews, and documentation. The results show that the management of facilities and infrastructure complies with regulations and meets students’ needs, although bureaucratic obstacles remain. Facilities and infrastructure that meet government standards account for only 50%-55%. Therefore, schools must focus on managing facilities and infrastructure effectively and streamline bureaucratic processes to meet students' needs according to official standards. This study recommends that the facilities and infrastructure program at SDIT Daar El Khaer be continued while adhering to the latest standards based on Government Regulation No. 57 of 2021 and Minister of Education, Culture, Research, and Technology Regulations No. 22 and 48 of 2023. The implementation must involve all relevant parties, including the school committee. The principal should oversee the implementation of facilities standards by the head of facilities. Schools need to evaluate bureaucratic obstacles, find solutions to improve efficiency, and continuously monitor and enhance their facilities according to regulations to improve educational quality.

THE EFFECT OF INFRASTRUCTURE AND WORK ENVIRONMENT ON PRIVATE MADRASAH TSANAWIYAH TEACHERS' PERFORMANCE IN CENTRAL JAKARTA

Muhammad Alvin GEOVANI — Fri, 06 Dec 2024 00:00:00 +0700

Teachers' performance can be influenced by limited educational facilities and infrastructure, such as small classrooms, insufficient learning equipment, and inadequate facilities. The lack of access to technology, like computers and multimedia devices, can hinder the use of diverse teaching methods and innovations. Additionally, an unsafe work environment and poor building conditions can negatively impact teachers' well-being and performance. This study aims to examine: 1) The impact of infrastructure on the performance of private Tsanawiyah Madrasah teachers in Central Jakarta, 2) The effect of the work environment on teacher performance, and 3) The relationship between infrastructure and the work environment. The study uses a quantitative approach. The population consists of 184 teachers from Tsanawiyah Madrasah in Central Jakarta. Using the Slovin formula, the sample size was determined to be 124 teachers. The findings show that: 1) Infrastructure facilities (X1) account for 41% of the impact on teacher performance (X3), with the remaining 59% influenced by factors not explored in this study. 2) The work environment (X2) accounts for 45.4% of the impact on teacher performance (X3), while 54.6% is influenced by other factors. 3) Infrastructure facilities (X1) account for 67.9% of the impact on the work environment (X2), with the remaining 32.1% influenced by other factors not examined in this study.

EVALUATION OF THE IMPLEMENTATION OF INCLUSIVE EDUCATION AT CIKAMPEK SELATAN PUBLIC ELEMENTARY SCHOOL

Yoga DWIPUTRA, Connie CHAERUNNISA, Rismita RISMITA — Fri, 06 Dec 2024 00:00:00 +0700

This research aims to evaluate the implementation of inclusive education at SD Negeri Cikampek Selatan 1, Cikampek District, Karawang Regency. A qualitative descriptive approach using the CIPP (Context, Input, Process, Product) evaluation model was employed. Data was collected through interviews, observations, and documentation from teachers, the school principal, and the school committee. The context evaluation shows that the school has the required permission and guidelines for inclusive education, serving children with mild to moderate special needs. The input evaluation reveals inadequate special facilities, modified curriculum, uneven special training, and no special assistant teachers. The process evaluation indicates that teachers' competencies in handling special needs students are good, with individual handling, funding from BOS funds, and no further monitoring from relevant authorities. The product evaluation shows that the academic and non-academic achievements of special needs children are average, with 8 students being served. Based on the findings, the evaluation recommends: 1) Context: Ensure a legal basis, supported by an Inclusive School Implementation Decree; 2) Input: Conduct assessments during student admissions to categorize prospective special needs students; 3) Process: Modify the curriculum to meet the needs of special needs students; 4) Product: Provide additional life skills for special needs students to meet their needs.

EVALUATION OF THE IMPLEMENTATION OF CATALYST SCHOOL SD PANCA BHAKTI IN KECAMATAN MAKASAR JAKARTA TIMUR

Ari SETIYOWATI — Fri, 06 Dec 2024 00:00:00 +0700

This study evaluated the Implementation of the Catalyst Schools Program at SD Panca Bhakti, Makassar District, East Jakarta, using the Stake evaluation model. The purpose of this study is to identify the effectiveness of the program in improving the quality of education and identify supporting and inhibiting factors in its implementation. The methods used are qualitative methods with Case Study approaches, Phenomenology and descriptive investigation. Data was collected through in-depth interviews, observations, and document analysis. The results of the study show that the implementation of the Catalyst Schools Program at SD Panca Bhakti Makassar District, East Jakarta has had a positive impact on increasing student learning motivation and learning quality. And the improvement in the quality of Education can be seen from the Education Quality Report Card. Where there is an increase in value every year. However, there are several obstacles that need to be overcome, such as the limitations of facilities and infrastructure, as well as the understanding that is still diverse among teachers regarding the new curriculum. Based on antecedent, transaction, and outcomes evaluations, recommendations are given to improve and improve the implementation of this program in the future. This research is expected to be a guideline to improve the quality of Catalyst Schools at SD Panca Bhakti, Makassar District, East Jakarta, in particular and surrounding schools in general, with an emphasis on improving human resource management, increasing the use of learning media, and adjusting learning methods.

EVALUATION OF THE IMPLEMENTATION OF THE AL-QUR'AN TAHFIDZ PROGRAM AT EMIISC ELEMENTARY SCHOOL, EXCELLENT METROPOLITAN INTEGRATED ISLAMIC SCHOOL JAKARTA

Fri, 06 Dec 2024 00:00:00 +0700

The research evaluates the implementation of the Tahfiz Al-Qur'an 3 Juz Mutqin program at SD EMIISc Jakarta using the CIPP evaluation model, which includes Context, Input, Process, and Product aspects, and applies a qualitative approach. Data collection was conducted through in-depth interviews with school stakeholders such as the principal, tahfiz coordinator, halaqoh teachers, and administrative staff, as well as through documentation and observation. The collected data was analyzed using the Miles and Huberman model, involving data reduction, data presentation, and conclusion drawing. The findings reveal that the context evaluation focuses on the program's philosophical foundation, mission, objectives, the process of vision and mission formulation, and the urgency of implementing the program. The input evaluation assesses leadership, the tahfiz curriculum, halaqoh teachers, student readiness, funding, and infrastructure support. The process evaluation examines planning, program execution, assessment standards, and monitoring activities. Lastly, the product evaluation measures outcomes such as the results of tahfiz exams, as well as academic and non-academic impacts on students. Overall, the evaluation concludes that the implementation of the Tahfiz Al-Qur'an 3 Juz Mutqin program at SD EMIISc Jakarta is effective and aligns well with the set evaluation standards, reflecting its success in achieving its goals.

EVALUATION OF CHARACTER EDUCATION PROGRAM AT SDN TANJUNG DUREN UTARA 02 JAKARTA

Ummi Widya ASTUTI — Fri, 06 Dec 2024 00:00:00 +0700

This study evaluates the implementation and success of the character education program at SDN Tanjung Duren Utara 02 Jakarta using the CIPP model (Context, Input, Process, Product). The research aims to identify strengths and gaps in the program while providing recommendations for improvement. Participants include the principal, teachers, and parents, with data collected through interviews, observations, and documentation, then analyzed descriptively and qualitatively. The findings indicate that the program has met most evaluation criteria but requires improvement. In the context stage, the program’s vision, mission, and objectives have been effectively socialized, but the absence of a formal implementation team decree (SK) leads to varied understandings of roles and responsibilities. The input stage highlights a need for stronger principal supervision and improvements in facilities to support consistent program quality. In the process stage, teachers are encouraged to apply character values more consistently in both classroom and extracurricular activities. The product stage shows promising results in fostering character education among students, but limited monitoring and evaluation reduce the program's overall effectiveness in achieving its goals. Overall, the character education program is categorized as sufficient but requires further development. Recommendations include formalizing the program structure through an implementation team decree, increasing principal oversight, ensuring consistent application of character values, and conducting regular and systematic evaluations to optimize program outcomes.

EVALUATION OF THE IMPLEMENTATION OF THE CHILD-FRIENDLY SCHOOL PROGRAM AT KLENDER 13 STATE ELEMENTARY SCHOOL, EAST JAKARTA

Exabella HANDAYANI — Fri, 06 Dec 2024 00:00:00 +0700

Klender 13 State Elementary School, East Jakarta is one of the schools carrying out an evaluation of the implementation of Child Friendly Schools (SRA) to realize children's rights to good and quality education. This research aims to evaluate program implementation, strategies and the impact of implementing SRA at the Klender 13 State Elementary School, East Jakarta. This research uses a descriptive qualitative approach. The data collection techniques were obtained through observation, interviews and documentation studies. Next, the collected data was analyzed using the CIPP evaluation model analysis model which includes procedures for data collection, data reduction, data presentation, and drawing conclusions. Checking the validity of the data using triangulation. This research found the following results: (1) The SRA program at SDN Klender 13 was implemented by integrating all existing school policies, school programs and school activities. (2) The strategy for implementing the SRA program at SDN Klender 13 includes forming an SRA program implementation team, fulfilling SRA component indicators, carrying out monitoring and evaluation, and being responsive to the results of monitoring and evaluation of SRA program implementation. (3) The implementation of SRA has had an impact on SDN Klender 13 which includes changes in student character, increased student achievement both academic and non-academic, students feel more calm and comfortable physically and emotionally at school, there is an increase in teacher achievement and skills, communication is established and positive collaboration between teachers and parents, increasing madrasah achievements, and making the madrasah's reputation better known in the community.

EVALUATION OF THE IMPLEMENTATION OF THE CHILD-FRIENDLY SCHOOL PROGRAM AT SDN DEWI SARTIKA CIPTA BINA MANDIRI, SUKABUMI CITY

Paramadita Khalifa GARWAUTAMI — Fri, 06 Dec 2024 00:00:00 +0700

This study evaluates the implementation of the Child-Friendly School (SRA) program at SDN Dewi Sartika CBM, Sukabumi City, using the CIPP (Context, Input, Process, Product) model. The research uses a mixed-method approach, involving principals, teachers, facilitators, students, parents, school committees, and alumni parents as subjects. Data were collected through observation, interviews, questionnaires, and documentation. The findings show that the SRA program at SDN Dewi Sartika CBM effectively meets students' character education needs. At the context stage, the program's goal is to ensure students have the right to learn in a safe, comfortable environment, with qualified educators who understand children's rights and use child-friendly teaching methods. In the input aspect, the resources supporting the SRA program are evaluated to see if they align with the plan. The evaluation reveals that the school's vision, mission, and goals include the SRA program. The process evaluation shows that the SRA program has been integrated into the learning activities. Finally, the product evaluation indicates that the program has achieved its goals, based on interviews, documentation, and questionnaires. Recommendations include increasing awareness and socialization about the SRA program to ensure all school residents understand its importance. Educators and staff should participate in in-service training related to the program. Collaboration between the school and parents is needed to improve communication about students' behavior and character development both at home and school. Consistency in attitudes toward the SRA program among educators and staff is necessary to set a good example for students.