Evaluation on Teacher Professional Programs of Indonesia’s

Underdeveloped Region (PPG SM-3T) for the Building Engineering

Education Study Program (PTB) Universitas Negeri Padang

M Giatman¹, Syaiful Haq², Azwar Inra

, Nurhasan Syah

Civil Engineering Lecture, FT, Universitas Negeri Padang, Indonesia

²Magister Student, FT, Universitas Negeri Padang, Indonesia

Keywords: PPG, SM-3T, Evaluation, Program Evaluation

Abstract: Indonesian education still has many problems such as education is not evenly distributed yet and teachers

have not been distributed to the regions. Besides, unemployment is still high (especially vocational

graduates with the highest number) and jobs are not widely available yet. One of Indonesia's education

problems recently was the low percentage of PPG SM-3T graduates (41.26%) in 2017 and several study

programs did not pass (0%) cause this program must be comprehensively evaluated using the context, input,

process & product (CIPP) model. In addition, capability of evaluation is an absolute capability that must be

possessed by humans in the industrial revolution 4.0. This evaluation research was carried out in the

Department of Civil Engineering (Building Tehcnique Education/PTB), Engineering Faculty, Universitas

Negeri Padang (interviewed lecturer) & online questionnaire (for PPG SM-3T participants). The program

has been implemented in accordance with its context and has been in accordance with the inputs specified in

the program implementation guidelines. But there are problems in the process of program implementation

(79.51%), which has the lowest value. The reason is that the low value of the evaluation process is the

difference between materials tested with those taught during the program, lack of socialization and

communication, and discipline. However, product evaluation states that this program has been carried out as

evidenced by the results that participant have the competencies needed to become professional teachers. So

the conclusion is the PPG SM-3T program is worthy to continuing with improvements in the program

implementation process and improvement in general.

1 INTRODUCTION

The 4.0 industrial revolution era has had a great

impact on humans, especially the world of education

(Darmawan, 2018; Rakhmah, 2018). Among the

major influences of revolution 4.0 in the world of

education are internet of things, which are related to

media, teaching materials, and reference sources

such as online journals to articles (Shrinath, 2017;

Mehta, 2018). This open opportunities for humans to

be able to learn wherever and whenever by using

internet (Ravindra, 2018).

Even so, internet has not been able to change the

role of the teacher 100%. The teacher is still a figure

needed by humans, especially professional teachers

(Harususilo, 2018). Indonesia still lacks teachers, as

evidenced by the still low level of school

participation and education that is not evenly

distributed, especially in the 3T regions

(Bomantama, 2017; Tiharita, 2018; Giatman, 2017).

There was an Indonesian government program

aimed at creating professional teachers, namely

PPG. In 2017, there was a PPG SM-3T program

(Nurwardani, 2017). The bad news is, during the

main national exam, only 41% of the PPG SM3T

UNP participants graduated. Especially for PTB

study programs, only 2 graduated from 17

participants (SM-3T-UNP, 2018). Another thing that

was found based on interviews with the

implementers of these activities was the lack of

strong communication and coordination between

implementers.

In the other hand, the demands of the modern

world, especially the era of industrial revolution 4.0,

are about 10 compulsory competencies that must be

owned, among them the ability to evaluate and think

critically (Gray, 2016; Suriansyah, 2018). The

278

Giatman, M., Haq, S., Inra, A. and Syah, N.

Evaluation on Teacher Professional Programs of Indonesia’s Underdeveloped Region (PPG SM-3T) for the Building Engineering Education Study Program (PTB) Universitas Negeri Padang.

DOI: 10.5220/0008997702780282

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 278-282

ISBN: 978-989-758-405-3

demand for the 4.0 industrial revolution is a driving

force for researchers to evaluate the PPG SM-3T

program. Based on existing theories, the CIPP model

is a comprehensive model for evaluating educational

programs (Wakhinuddin, 2009; Tayibnapis, 2008).

As a modern society (revolution 4.0), it is necessary

to think critically and be able to evaluate the

program using the CIPP evaluation model is a must.

2 METHOD

This evaluation study used the CIPP model (context,

input, process, & product) (Sugiyono, 2014). To be

clearer about the steps of the activity, it can be seen

in Figure 1.

Figure 1: CIPP Evaluation Research Model Flow

Instrument validation is done asking for opinions

of three experts (expert judgment).

3 RESULTS AND DISCUSSION

Based on research data, obtained frequency

distribution of respondents' answers such as Table 1.

Table 1. Frequency Distribution

Variables

average

chategory

Konteks

83,56%

Good

Input

88,10%

Good

Process

79,51%

Enough

Product

80,63%

Good

Source: Research Primary Data

Figure 2: Evaluation of PPG SM-3T Program Diagram

(Primary Data)

Table 2: Results of Context Evaluation of PPG SM-3T

Program 2017 (PTB Study Program)

Indi-

cator

Sub Indicator

Evaluatio

n Score

Results

Chat-

egory

Complia

nce with

the

objectiv

es of

PPG

SM-3T

Have competencies

according to the

purpose of

debriefing PPG SM-

3T participants.

86.67%

Good

The purpose of

debriefing PPG SM-

3T participants is to

improve the ability

to solve problems in

learning and create

professional

educators, and have

an educator

certificate

88.67%

Good

The purpose of

debriefing PPG SM-

3T participants is to

improve the

competence of the

Civil Engineering

80.27%

Good

Table 3: Results of Input Evaluation of PPG SM-3T

Program 2017 (PTB Study Program)

Indicator

Evaluation

Score Results

Chategori

PPG SM-3T

program

educator/mentor

86.67%

Good

PPG SM-3T

curriculum and

program guide

78.67%

Enough

Compliance with

participant

requirements

93.90%

very good

Evaluation on Teacher Professional Programs of Indonesia’s Underdeveloped Region (PPG SM-3T) for the Building Engineering Education

Study Program (PTB) Universitas Negeri Padang

279

Table 4: Results of Process Evaluation of PPG SM-3T

Program 2017 (PTB Study Program)

Indicator

Evaluation

Score Results

Chategori

Information about

implementing the

PPG SM-3T

Program

68.00%

Enough

The process of

implementing the

PPG SM-3T

program

88.44%

Good

Facilities and

infrastructure

76.67%

Enough

The process of

completing

assignments &

participant exams

90.67%

Very Good

Conformity of the

debriefing material

with the tested

60.00%

Not Good

The role of PPG

SM-3T coordinator

/ lecturer / educator

78.33%

Enough

The role of teachers

from schools where

teaching practice

82.00%

Good

Table 5: Results of Product Evaluation of PPG SM-3T

Program 2017 (PTB Study Program)

Indicator

Evaluation

Score Results

Chategori

Suitability of results

with the objectives

of the PPG SM-3T

program

83.24%

Good

Satisfaction level

76.00%

Enough

Positive and

negative impacts

85.33%

Good

The presence of industrial revolution 4.0 requires

that humans must have 10 absolute abilities, one of

which is evaluation ability. This ability is useful for

dealing with challenges that have never been

unexpected in modern human life, especially in

education. Current problems, one of which occurs in

the PPG SM-3T program that needs to be evaluated.

Various problems with the program include;

graduates of the main national exam were low

(41%), lack of conformity in the material taught and

tested, lack of communication and coordination

between organizers but not revealed/not yet studied.

Based on the results of the evaluation on the

program using the CIPP evaluation model, it was

found that context evaluation showed 83.56%,

which means that the program was running

according to the objectives of this program.

Lecturers, teachers, participants, all understand the

context of the formation of this program. Input

evaluation shows 88.10%, with the intention of input

to the PPG SM-3T program in accordance with the

guidelines determined by the program compilers,

including teaching staff, participants, organizers, and

all the conditions that support the program's

implementation. The third part is process evaluation

shows the number 79.51%, which is the lowest

value. These results also show some shortcomings in

the program process, namely the lack of program

socialization, lack of communication between

program implementers, resulting in differences in

teaching materials with those tested, and lack of

guidance to participants from lecturers and partner

schools. Finally, product evaluation shows a figure

of 80.63%, indicating that in general this program

has given birth to competent graduates according to

the purpose/context. This means that the PPG SM-

3T program is feasible to be continued with the

condition that improvements will be made in the

future. specifically improving communication

between implementers, coordination, and

strengthening the team to succeed in similar

programs.

4 CONCLUSIONS

The results of the evaluation on the PPG SM-3T

program can be concluded that;

1. In context, the 2017 PTB Study Program PPG

SM-3T program implementation is in accordance

with the program objectives, namely to create

professional teacher candidates who have

pedagogical, professional, personality, and social

competence.

2. By input, the implementation of the PPG SM-3T

program is in accordance with the program

guidelines, namely educators, participants,

curriculum, and infrastructure facilities that have

met all the requirements needed during the

program implementation.

3. In the process, the implementation of the PPG

SM-3T program found several problems,

including; (a) lack of information on program

implementation such as socialization and

explanation of time and schedule, (b) facilities

and infrastructure that have not been optimal, (c)

until the implementation of national

examinations with different material from the

material provided during the learning process..

ICELS 2019 - International Conference on Education, Language, and Society

280

4. By product, the implementation of the PPG SM-

3T program can be concluded that; (a) PPG SM-

3T participants have competencies in accordance

with the objectives of the professional

program/teacher (b) on average the participants,

lecturers, and teachers involved state that this

program is good and considered appropriate as a

program that gives birth to professional teacher

candidates, (c) and give a good impact to

participants, lecturers, partner school teachers,

Civil Engineering Department PTB FT UNP and

UNP as institutions that give birth to professional

teachers.

5 RECOMMENDATION

Based on the conclusions of this study, it was

obtained a recommendation that the PPG SM-3T

Program be feasible to be continued with

improvement.

1. Context

Program implementers must design meetings

between lecturers, partner school teachers, and

related officials to improve communication and

understanding related to the basic foundation and the

purpose of the establishment and implementation of

the PTB Study Program PPG SM-3T for the future.

Besides that, it is also necessary to make (additions)

information in the form of innovative oral or written

information so that participants and all involved in

the PPG SM-3T program know the basic objectives

of the establishment and holding of the program.

2. Input

In the future, a coordination meeting must be

held so that all those involved in the program can be

in line to carry out their duties in accordance with

the program guidelines to achieve maximum goals.

Besides that, it is necessary to select the participants

of PPG SM-3T more carefully by the recruiters so

that there will be no synchronization between the

fields chosen by participants and the background of

the participants. Finally, strong communication is

needed between the central PPG organizers and the

LPTK organizers so that the teaching materials are

in accordance with the National test material.

3. Proccess

a. In the future there must be a thorough

socialization of both oral and written so that

all parties concerned know the

implementation of the PPG program.

b. Management needs to be improved from the

program organizing committee to be able to

control the implementation of the program in

accordance with the planned schedule. The

real example starts from giving leaflets

related to the implementation schedule, to

conducting routine meetings that will discuss

progress and control of program activities.

c. It is necessary to study and divide the time of

program implementation by the organizing

committee carefully in order to minimize the

occurrence of regular lecture schedule

disputes between lecturers and teaching

schedules in the PPG SM-3T program.

d. The organizing committee must provide time

and a special team to oversee the

implementation of the program in a

disciplined manner to become an example

and concern for all concerned parties because

the PPG program is a professional teacher

program which is basically a model program

in preparing teachers as very noble

professions.

e. The organizer needs to carry out in-depth

analysis in order to be able to utilize the

facilities and infrastructure to the fullest

during the program. Program organizers can

form a study of adjusting teaching materials

and infrastructure that are suitable to be used

to support the achievement of program

objectives.

f. Strong coordination is needed between the

central organizer and the LPTK so that the

process of implementing the program is

appropriate

g. The organizer needs to explain to the teacher

about the main tasks and functions as a

teacher who is not only a companion, but also

supervises and guides the participants during

teaching practices in partner schools.

4. Product

The implementer must design a PPG SM-3T

program for the future so that participants, lecturers,

partner school teachers, and all related aspects can

join the program in line with the line towards quality

product programs (professional teachers). Among

the concrete forms the solution is to provide

motivation and verbal and written encouragement to

participants about targets, tips and tricks so that

graduates of the program have more value than

graduates of previous programs.

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