EVALUASI PROGRAM AKSELERASI DI SMP NEGERI KOTA AMBON
DOI:
https://doi.org/10.24246/j.jk.2016.v3.i1.p1-14Keywords:
Accelerated Program, Evaluation Program, CIPP ModelAbstract
This research is aimed to evaluate acceleration program in SMP Negeri 6 Ambon which is include four components such as: (1)Context (2)Input (3) Process, and (4)Product. This is an evaluative research using descriptive analysis. This research informants are principals, viceprincipals, program coordinators, teachers, school committees, parents, and students accelerated program. Research sites in SMP Negeri 6 Ambon. The data is collected using interview, observation and documentation study techniques. For the data validation, this research used triangulation of sources and techniques. The results shows that, from context, the implementation of the acceleration program is a school’s initiative as an effort to address the needs and provide the education services for special smart learners (IQ 130) as well as the effectiveness of school facilities and infrastructure utilization. From the point of input including: (a) the program policy, the school has permission from the department as the juridical basis for accelerated program implementation, and (b) planning program: recruitment of learners are in accordance with the criteria, curriculum acceleration program already differentiated, educators (teachers) already meets the qualifications and criteria as teacher in class acceleration, infrastructure and financing program is sufficient to support the accelerated program. In terms of Process, acceleration program in SMP Negeri 6 Ambon has been implemented in accordance with the planning program, although there are still some shortcomings and obstacles. Recruitment of learners already implemented, curriculum adjustments will only be visible on the implementation of the teaching and learning activities, educators (teachers) are still there who do not meet the qualifications and criteria as a teacher in class acceleration, infrastructure is not sufficient to support an accelerated program of activities, and financing programs that is still lacking. The implementation of the teaching and learning process in an accelerated program carried out on a daily basis according to the effective education calendar prepared by the school. The obstacles in the implementation of the accelerated program associated with government policy on the closure of the accelerated program. Product of the implementation of an accelerated program at SMP Negeri 6 Ambon that learners can complete their education exactly two years, passed 100%, and is accepted in favorite high school, both public and private. Thus, the implementation of accelerated program at SMP Negeri 6 Ambon should be continued but with improvements. For the further service, the school is suggested to improve the service toward accelerated program learners with providing the needs related to the implementation of the program, and for the education department, related to the monitoring, supervision, and evaluation toward the implementation of accelerated program, especially in SMP Negeri 6 Ambon.
Downloads
References
Ahmadi, dkk. 2011. Pembelajaran Akselerasi: Analisis Teori dan Praktik serta Pengaruhnya Terhadap Mekanisme Pembelajaran dalam Kelas Akselerasi. Jakarta: Prestasi Pustaka.
Argyris, C., & Schon, D.A. 1978. Organzational Learning: A Theory of Action Perspective. London: Addison Wesley Publishing Company.
Arikunto, Suharsimi dan Safruddin, Cepi A.B,. 2014. Evaluasi Program Pendidikan: Pedoman Toeritis Praktis Bagi Mahasiswa dan Praktisi Pendidikan, Edisi: Kedua. Jakarta: Bumi Aksara.
Arini, Estiastuti. 2008. “Manajemen Pembelajaran Program Akselerasi (Studi Kasus di SD Negeri Sompok Semarang)”, Tesis, Semarang: Universitas Negeri Semarang.
Citra Ceria. 2011. “Evaluasi Pelaksanaan Program Akselerasi di SMA Negeri 1 Banjarmasin”, Tesis. Universitas Lambung Mangkurat.
Colangelo N, dkk. 2010. “Guidelines for Developing an Academic Acceleration Policy”, Journal of Advanced Academics Vol. 21 (2), pp. 180-203.
Colin, R. & Malcolm, J.N. 1997. Accelerated Learning for the 21st Century; The Six-step Plan to Unlock Your Master Mind. New York: Delacorte Press.
Depdiknas. 2003. Pedoman Penyelenggaraan Program Percepatan Belajar SD, SMP, dan SMA: Suatu Model Pelayanan Pendidikan Bagi Peserta Didik Yang Memiliki Potensi Kecerdasan dan Bakat Istimewa. Jakarta: Balitbang Diknas.
Depdiknas. 2009. Pedoman Penyelenggaraan Pendidikan Untuk Peserta Didik Cerdas Istimewa. Jakarta: Direktorat Jenderal Manajemen Pendidikan Dasar Dan Menengah, Direktorat Pembinaan Sekolah Luar Biasa.
Direktorat PSLB. 2010. Panduan Guru dan Orang Tua Pendidikan Cerdas Istimewa. Jakarta: Direktorat Jenderal Manajemen Pendidikan Dasar dan Menengah Kementerian Pendidikan Nasional.
Dwi Astutik. 2013. “Evaluasi Program Akselerasi di SMAN 1 Karanganyar Tahun Ajaran 2012/2013”, Jurnal Ilmiah Program Studi Sosiologi-Antropologi, Vol. 3, No.1.
Fattah, Nanang. 2008. “Pembiayaan Pendidikan: Landasan Teori dan Studi Empiris”. Jurnal, Pendidikan Dasar, No. 9.
Haryanto & Pujiningsih. 2008. “Pelayanan Pendidikan Anak Berbakat Intelektual di Sekolah Dasar”, Prosiding Konaspi VI, Universitas Pendidikan Ganesha
Hawadi, Akbar Reni. 2004. Akselerasi: A-Z Informasi Program Percepatan Belajar. Jakarta: Grasindo.
Ira Mendasari. 2013. “Efektivitas Program Akselerasi (Studi Evaluatif di SMP Negeri 1 Argamakmur)”, Tesis. Universitas Bengkulu.
Marland. 1972. Education of The Gifted and Talented. Washington: U.S. Government Printting Office.
Marni Serepinah. 2013. “Kebermaknaan Evaluasi Program Pendidikan”, Jurnal Pendidikan Penabur No. 20, Tahun ke -12.
Meier, Dave. 2000. The Accelerated Learning Handbook: A Creative Guide to Designing and Delivering Faster, More Effective Training Programs. New York: The McGraw-Hill Companies,Inc.
Mujiman, Haris. 2006. Belajar Mandiri. Surakarta: LPP UNS
Mukhtar, dkk. 2007. Pendidikan Anak Bangsa Pendidikan Untuk Semua. Jakarta: Nimas Multima.
Nawawi, H. 1996. Administrasi Pendidikan. Jakarta: Gunung Agung.
Peraturan Pemerintah Nomor 48 Tahun 2008 Tentang Pendanaan Pendidikan.
Permendiknas Nomor 24 Tahun 2007 Tentang Standar Sarana dan Prasarana Untuk Sekolah Dasar/Madrasah Ibtidaiyah (SD/MI), Sekolah Menengah Pertama/Madrasah Tsanawiyah (SMP/MTs), dan Sekolah Menengah Atas/Madrasah Aliyah (SMA/MI).
Rena Putri, Diah Sekar Ayu, dkk. 2005. “Perbedaan Sosialisasi Antara Siswa Kelas Akselerasi dan Kelas Reguler Dalam Lingkungan Pergaulan di Sekolah”. Humanitas: Indonesian Psychological Journal Vol. 2 No.1, pp. 28-40.
Semiawan, Conny. 2007. Perspektif Pendidikan Anak Berbakat. Jakarta: Grasindo
Sri Utari. 2014. “Menjadikan Program CI (Cerdas Istimewa) sebagai Program Unggulan di DIY”, http://pendidikandiy.go.id
Supriyanto, Eko. 2012. Pengembangan Kurikulum Pendidikan Cerdas Istimewa. Yogyakarta: Pustaka Pelajar.
Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional
Ward, V.S. 1980. Differential Education for the Gifted. California: Ventura.
Widiastono, Harry. 2004. “Sistem Percepatan Kelas (Akselerasi) Bagi Siswa yang Memiliki Kemampuan dan kecerdasan Luar Biasa”. http://www.depdiknas.go.id.
Widoyoko, Eko Putro. 2013. Evaluasi Program Pembelajaran: Panduan Praktis Bagi Pendidik dan Calon Pendidik. Yogyakarta: Pustaka Pelajar
Winanti S, dkk. 2007. “Gambaran Kecerdasan Emosional Siswa Berbakat di Kelas Akselerasi SMA di Jakarta”, Jurnal Psikologi Vol. 5 No. 1, Juni, pp. 30-61.
Wirawan. 2012. Evaluasi: Teori, Model, Standar, Aplikasi, dan Profesi. Jakarta: Rajawali Pers.
Downloads
Published
How to Cite
Issue
Section
License
Kelola: Jurnal Manajemen Pendidikan is licensed under a Creative Commons Attribution 4.0 International License