Evaluation Program Teaching Skills Practice (TSP) by The Center of The Field Experience Center (FEC) Universitas Negeri Jakarta

摘要

The purpose of this study is to evaluate the effectiveness of TSP courses by EDI UNJ. The TSP Program Evaluation by the EDI Center UNJ focused on four aspects including: (1) context, (2) input, (3) process, and (4) product between the 2011/2012 academic year and the 2015/2016 academic year. Viewed from the context, this research is classified as research using qualitative and quantitative approaches. The evaluation model used is the CIPP evaluation model. This evaluation model was developed by Daniel Stufflebeam. Result of research (1) Evaluate the Context component. The evaluation of the context component carried out was the legal basis / UNJ Rector's Decree and the objectives of the educational development institution. It can be concluded that context evaluation is in the high category; (2) Evaluate the Input component. Evaluation of Input components includes supervisors, student competencies, requirements to take part in TSP, information about TSP, and development, Guidebooks, training and assignments of Faculty TSP coordinators. Of the eight components the input of information from the development team relating to partner schools is in the unfavorable criteria (43.8%); (3) Evaluate Process components. Evaluation of Process components includes aspects of readiness of supervisors, ability of supervisors, introduction of partner schools, guidance to students, socialization of TSP programs and monitoring. Of the six aspects all are in very precise and very good criteria; (4) Evaluation of product components. Product evaluation is an evaluation conducted to determine the success and achievement of program objectives in the three aspects evaluated, namely the TSP assessment, the ability of the lecturer to assess and the results of the TSP. Of the three aspects evaluated all were in the very good, very precise and very high category.