Evaluasi Pembelajaran Teknologi Informasi dan Komunikasi (TIK) di Raudhotul Athfal
Bibliographic record
Abstract
Abstract RA Baiturrahman Cirebon has implemented TIK learning while orther schools have not implemted TIK learning, teachers are following technological developments, but cannot utilize TIK so the lack of knowing the positive and negative impeck on the use of TIK. This study aims to determine the evaluation of Information and Communication Technology learning in RA Baiturrahman Cirebon in terms of the Context, Input, Process, and Product (CIPP) components. This type of research is descriptive qualitative. In addition, researchers used the Context, Input, Process, and Product (CIPP) evaluation model. Data sources from this study are principals, IT teachers, parents, learning activities, learning planning and learning media. Data collection techniques using interviews, observation and documentation. The evaluation results of TIK learning in the context aspect, there is a 2013 curriculum and is accompanied by the preparation of RPPM and RPPH, the results of evaluating TIK aspects of input aspects, namely about students, the role of parents in TIK learning, educators who are in accordance with government regulations and adequate facilities and infrastructure. The results of the evaluation of TIK learning in aspects of the process that is the teacher uses the group method in learning, using media that is already available in the implementation there is a core opening and closing review of learning again, then in the evaluation that is by assessment using letters. Keywords : Evaluationof Information, Communication Technologi Learning Abstrak RA Baiturrahman yang berada di kota Cirebon telah menerapkan pembelajaran Teknologi Informasi dan Komunikasi, sementara terdapat beberapa sekolah lain yang belum menerapkan pembelajaran TIK. Banyak guru yang mengikuti perkembangan teknologi, tetapi tidak bisa memanfaatkan teknologi Informasi dan komunikasi (TIK) dengan tepat, sehingga kurangnya mengetahui akan dampak positif dan negatif terhadap penggunaan Teknologi Informasi dan Komunikasi (TIK). Penelitian ini bertujuan untuk mengetahui hasil evaluasi pembelajaran Teknologi Informasi dan Komunikasi di RA Baiturrahman Cirebon ditinjau dari komponen Context, Input, Process, dan Product (CIPP). Penelitian ini menggunakan jenis kualitatif deskriptif. Dengan menerapkan model evaluasi Context, Input, Process, dan Product (CIPP). Sumber data dari penelitian ini adalah kepala sekolah, guru IT dan orang tua peserta didik, kegiatan pembelajaran, perencanaan pembelajaran dan media pembelajaran. Teknik pengumpulan data menggunakan wawancara, observasi dan juga dokumentasi. Hasil evaluasi pembelajaran TIK di RA Baiturrahman dengan aspek konteks, terdapat kurikulum 2013 dan disertai dengan pembuatan RPPM dan RPPH, hasil evaluasi pembelaaran TIK dengan aspek input, yaitu tentang siswa, peranan orang tua terhadap pembelajaran TIK, tenaga pendidik yang sudah sesuai dengan perturan pemerintah dan sarana dan prasarana yang memadai. Hasil evaluasi pembelajaran TIK dengan aspek proses yaitu guru menggunakan metode berkolompok dalam pembelajaran, menggunakan media yang sudah tersedia saja dalam pelaksanaan ada pembukaan inti dan penutup mengulas pembelajaran kembali, lalu dalam evaluasi yaitu dengan penilaian menggunakan huruf. Hasil evaluasi pembelajaran TIK dengan aspek prodak yaitu hasil anak dalam pembelajaran TIK. Pembelajaran TIK di RA Baiturrahman telah dilakukan sesuai dengan indikator yang diharapkan.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.013 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".