DIAGNOSTIC ASSESSMENT TRY-OUT AS AN EFFORT TO IMPROVE STUDENT READINESS IN TAKING NATIONAL EXAM IN SOLOK, INDONESIA.
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Artikel .
"Diagnostic Assessrnent Try-Out as an Effort to Improve Student Readiness
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Penulis Jumal limiah
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KARYA ILMIAH: PROCNEDING INTERNASIONAL
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Proceeding 3'd Conference on Measurement and
Evaluation in Eduation {ICMEE 2006)
983-27A0-35-3
2006
School of Educational Studies, Universiti Sains
Malaysia, Penang
12 halaman (211-222)
Proceeding Forum Ilmiah Intemasional
Proceeding orum Ilmiah Nasional
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Komponen
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Medan, 31 Juli2015
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Prof.Ilian Armantoo M.Pd. M.A.,M.Sc. Ph.I).
NrP. 196311 10198803 1 001
Unit Kerja : Departemen Matematika
Guru Besar UNIMED
M.Sc, Ph.I)
I 001
CONTENT
Pages
FOREWORD
KEY NOTEPAPER
1.
Continuity and Growth: Key Considerations in Educational
Improvement and Accountability
Prof. Geoff Masters
1-15
2.
Improving the Quality of Primary Education in Malaysia
Through Curriculum Innovation: Some Current Issues on
Assessment of Student Performance and Achievement
Datu' Dr. Adi Badiozaman Tuah
16-26
4.
Accountability in Malaysian Higher Education
Dr. Abdul Rahman Othman
27-36
5.
Integrity in Public Examinations: A Malaysian Experience
Dr. Salleh Hassan
37-43
PAPER PRESENTATION
I.
Alternative Assessment of Psychomotor Skills in Physical
Education
Juslimah Jani
44-50
2.
Assessment of Chemistry Learning Environments and Students'
Attitudes Towards Chemistry
Dennis Andrew D. Lajium, Zurida Ismail & Hashimah Mohd Yunus
51-62
3.
Persepsi lbu Bapa tentang Program e-Integrasi dalam Meningkatkan
lnteraksi Sosial dalam Kalangan Murid Pelbagai Etnik di
Pulau Pinang
Najeemah Mohd Yusof & Subadrah Nair
63-70
4.
Development and Validation of the Belief about Teaching Science
And Beliefs about Learning Science Inventory
Pavinder.Singh Amar Singh & Zuridah Haji Ismail
71-84
5.
Rubrik sebagai Ukuran Pencapaian dalam Perkembangan Pengajaran
di Kalangan Guru Pelatih
Zaini Abdullah, Mior Ahmad Termizi Mior Idris, Mior Hamdan
Ghazali & Hamdan Abdul Maad
85-97
6.
Integrating Pupil Self-Assessment into Mathematics Classrooms:
A Study in Singapore Primary Schools
Quek Khiok-Seng & Fan, Lianghuo
98-107
•
7.
8.
20.
fntervensi Kaunseling Keluarga Satir terhadap Komunikasi
Ke{uarga, Ganguan Emosi dan Konsep Kendiri di kalangan
Remaja Bermasalah Tingkah Laku
Khoo Bee Lee
108-120
SDQ-II as an Instrument to Measure the Self-Concepts ofn
MalaysiaUpper Secondary School Students: A Cross-Cultural
121-128
21
Validation Study
Balasubramaniam Sidamparam & Yoong Suan
9.
Pelaksanaan Kurikulum Pendidikan Guru
Norlia Md Salleh
129-140
10.
Pembinaan Instrmen iPEAK dan iePEMBELAJARAN untuk
Kursus Kejurulatihan Komputer
Ro'sseni Din, Muhammad Shanudin Zakaria & Khairu1
Anwar Mastor
141-148
11.
Development and Validation of Test for Integrated Science
Processes
Ong Saw Lan, Zurida Haji Ismail & Fong Soon Fook
149-156
12.
Self Concept, Efficacy and Writing Performance of High IQ
Underachievers
Ng Sook Gun
157-168
13.
Dealing with Nested Data Structure: Using Ordinary Least Square
versus Hierarchical Linear Modeling
Halim Ahmad
169-177
14.
Does Category Scheme Matter in Developing and Validating
Instruments: A Case of Classroom Democratic Climate and
Student Engagement Scales
Su1aiman Mappiasse
178-191
15.
Penambahbaikan Pengajaran melalui Penulisan Jumal Reflektif
ldris Mohd Radzi
192-20 I
16.
Performance Benchmark: Key Performance Indicators in Problem
Based Learning
Mohd Ali shamsuddin, Kamisah Osman & Lilia Halim
202-210
17.
Diagnostic Assessment Try-Out as an Effort to Improve Student
Readiness in Taking National Exam in Solok, Indonesia
Abdorrakhman Ginting, Dadang Garnida & Ida Karnasih
211-222
18.
Penilaian Terhadap Program E-Intergrasi Dalam .Memupuk
Perpaduan dalam Kalangan Murid Pelbagai Etnik
Subadrah Nair & Najeemah Mohd Yusof
223-233
19.
Penilaian Hots Dan Lots Murid Sekolah Rendah Di Malaysia
Subadrah Nair & Nor Hashimah Hashim
234-242
11
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
DIAGNOSTIC ASSESSMENT TRY-OUT AS AN EFFORT
TO IMPROVE STUDENT READINESS IN TAKING
NATIONAL EXAM IN SOLOK, INDONESIA
Ida Karnasih (SEAMEO RECSAM)
Abdorrakhman Gintings (PPPG Tertulis, Bandung, Indonesia)
Dadang Garnida (PPPG Tertulis, Bandung, Indonesia)
Abstract. In Indonesia, the MONE (The Minister of National Education) has been
implementing National Exams for some subjects at the Primary and Secondary School
level and setting up higher minimum competency grade in each year(3.01 in 2004 and
4.01 in 2005) for students to pass the exams. This decision has made all components of
education to take consideration seriously about the quality of education in each
different region. This paper describes one of the efforts done by the Distance Education
Teacher Training Development Center, Bandung to initiate a special program to
improve the quality of education effectively and comprehensively through an integrated
approach in both programs and the community involvement which has been tried-out in
Solok, West Sumatera Indonesia. This paper eplains a model of Diagnostic Assessment
in some subjects, the implementation of the workshops and training, and the try outs
that were implemented at Primary Six, Form three and Form six in different subjects:
Mathematics, English and Bahasa Indonesia, Economics. The results and the findings
of the program and the recommendations for future project are also presented in this
paper.
INTRODUCTION
Indonesia, as a developing country, strives continuously to improve the quality of
education. The movement toward the higher quality in education has been raised
through the change of curriculum into a Competency-Cased Curriculum (KBK, 2004),
and more importantly the existence of a new Directorate General of Quality
Improvement for Educators and Educational Institutions which have been implemented
since the end of 2005 (Ditjen Mutendik, 2005). Struggling under the shift from a
centralized concentration of power development to decentralization, the government of
Indonesia through the Ministry of National Education (MONE) has done some efforts
to maintain the existing education development achievement, to prepare high quality
human resources, and to make some adjustments toward the national education system
in line with the implementation of decentralization. In the era of decentralization and
autonomy, the involvement of all components in the province or district becomes very
important and plays strategic roles in the improvement of the quality of education not
only substantially but also the improvements on the support and commitment from the
1
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
community in each region. Besides that, The Minister of National Education Indonesia
has been implementing National Exams for some subjects at Primary and Secondary
School and setting up higher minimum competency grades for each year (3.01 in 2004
and 4.01 in 2005), for students to pass the exams. In the year of 2004, 89.88% of
Upper Secondary school students passed the exam (Balitbang, 2004). At the moment
an awareness is aroused all educational components through the involvements in the
community to improve the quality of education in each region.
Based on these reasons, the Teacher Training Development Center Distance Education
Bandung (PPPG Tertulis, Bandung), as an implementation unit of the Directorate
General of Quality Improvement of Educators and Educational Institution, initiates a
special program to improve the quality of education effectively and comprehensively
through an integrated approach. The program includes the community involvement. The
first try-out of the program was implemented in Solok, West of Sumatera Indonesia.
The developed model would be implemented nationally to improve the quality of
education in Indonesia.
EDUCATIONAL QUALITY IMPROVEMENT PROGRAM
The quality improvement program in this project has been done to improve the quality
of education in the districts which involve all educational components in the region. The
program of the quality improvement involving all school components, such as
supervisors, supervisory council, school principals, teachers and students of Primary 6,
Form 3, and Form 6. The main goals of the program are:
1.
To improve the managerial and substantial skills of the workshop participants in
managing education activities appropriate to the roles, duties, and functions of
each components.
2.
To build commitment of all educational components in Kabupaten Solok, Propinsi
Sumatera Barat to strive for improving the quality of education in their region.
3.
To improve the student achievement in the national exams in Kabupaten Solok,
Sumatera Barat.
4.
To develop a model for improving the quality of education integrated and
comprehensive in the region and national.
2
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
DIAGNOSTIC ASSESSMENT MODEL
The model commenced with the selection of the appropriateness of the content from the
student-based. The objectives were prepared according to Bloom’s Taxonomy of setting
procedure: the Knowledge, Comprehension, Application, Analysis, Synthesis and
Evaluation. However, for elementary school level only KCA were utilized. The next
step undertaken was the development of the screening test and its pilot test. The
screening tests then were marked and summarized in the summary sheet. Errors
reflected at the sheets were analyzed by the teacher miticulously. From the reflection of
the errors, teachers were able to task analyzed whether the errors were due to
misconception, lack of knowledge on the basic operation or algorithm, or poor
computational skills, etc. Then they set objectives upon the items with most errors and
were deemed to be most difficult. Diagnostic test was promised on the most difficult
items that manifested on the analysis of the results. The special diagnostic test was set
when there was a display of the errors. However, if errors were not prevailed, then the
teacher may opt to continue his/her teaching to the new skills to be developed or she/he
may offer alternative assessment for enrichment purposes. Interview was conducted to
pupils having committed to the same errors in order to trace the fact or the causes of
errors reflected in the summarized test results. This aspect would give the teacher
evidence as to the root cause of errors. From what had transpired during the interview,
outcomes that were drawn from the learners would feed the mentors to plan out the next
teaching strategies to help the learner enhanced capabilities of filling those gaps.
Remedial teaching or enrichment activities might be done by the teacher in order to
fulfill the objective. The full model of diagnostic assessment was given, but the teacher
was given the leeway to adopt his/her model that was suited to his/her class.
THE STRATEGIC PLAN OF THE IMPLEMENTATION
Training Programs. The implementation of the program in improving the quality of
education in District of Solok includes the planning, implementation, and the analysis of
the program. The program was started with mapping the data and educational potential
in Solok, including data about schools, teachers, principals, and educational
administarion in schools in Solok, and followed by schools in other disricts in the
Province of West Sumatera. The education potential includes educational resources in
3
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
Solok and all the educational staff, board members, and school committees. The
implementation of the workshop was conducted to arrange the program based on the
data and the existence of the potential the schools have in Kabupaten Solok. The
workshop program includes, improving the process of teaching and learning, improving
the output, and arranging an Action Plan by each component involved. All programs
were implemented in education and training plans (DIKLAT). The results of the
workshops produced five different kinds of quality improvement education and training
as shown in Table 1. The diagnostic tests were developed by the teachers after the
training. At the end of the training session, all participants concretised an Action Plan
for the quality improvement in education. Teachers of the same subject work together to
analyze students’ problems and then develop diagnostic tests for each level (Primary 6,
Form 3 and Form 6).
Table 1
Types of Quality Improvement Training Program
No
Types of Train ing and Education
Participants
1
Educational Training in Improving the school
Management
Department of Education
Staff, Board
2
Training Educational in Leadership and Managerial
School Supervisors
3
Education Training in Leadership and Managerial
School Principals
4
Educational Training in Developing tested Evaluation Teachers who teach subjects
Instrument (test items)
which are National Exam
(Mathematics, English,
Bahasa Indonesia, Social
Science
Implementation of Diagnostic Test. Two diagnostic tests were developed and then
implemented in ten Primary schools, 15 Lower Secondary Schools, and ten Upper
Secondary Schools with the following subjects: (1) Primary School (SD): Bahasa
Indonesia , Mathematics, Civic and Social Science, and Science, (2) Lower Secondary
(SMP): Bahasa Indonesia, English, Mathematics, (3) Upper Secondary School Science
(SMA): Bahasa Indonesia, English, Mathematics, (4) Upper Secondary School Social
Science (SMA): Bahasa Indonesia, English, Mathematics . The results of the test then
were analyzed.
4
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
Improvement Programs
The improvement program was done by the teacher based on the results of the
diagnostic tests given. The programs were directed towards the concepts that became
problems to most students. At the end of the workshop all participant teachers
redeveloped the Action Plan for improving the results of the tests. The scenario of the
program could be seen in the next page.
RESULTS AND DISCUSSION
The District of Solok is one of the districts in West Sumatera in the mountainous area of
Bulit Barisan. In this district, the quality of education is still far away behind other
regions. Based on the result of the national exam 2005, Solok ranked 17 among the 19
districts in the Province of West Sumatera. This shows that the student achievement in
this district was very low. One of the problems in education in this region is that the
educational component of the Department of Education Services has not yet optimally
managed the education and the community involvement in education were not culturally
implemented.
5
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
THE SCENARIO OF THE IMPLEMENTATION PROGRAM IN IMPROVING THE QUALITY OF EDUCATION
Forming Team
Internal Consolidation
First design
construction
First Mapping
General Data
School Data
Teachers Data
Students Data
Special Data
Average Score
Distribution of
Scores (Mode,
Mean, Modus)
Workshop in Improving the Quality of
Education
Discussing the results of the first
mapping
Designing Action Plan for all
trainees
Improving The Teaching Learning
Process
- Training in improving the quality of
management for the staff of
Department of Education Services
, School Boards, and school
committee
- Training in leadership for School
Principals
- Training in improving the quality of
teaching for teachers who teach
subjects which are tested in the
National Exam
Improving Student Achievement
- Training in constructing item test
for teachers who teach subjects
which are tested in the National
Exam
- Training in constructing diagnostic
test
Writing Report
Analyzing the
Results of the
Second Diagnostic
Test
Educational Training in
Improving the quality of
Management for the Staff of the
DES, School Board, and school
Committee
Implementing The
Second Diagnostic
Test
Workshop in developing
program for the
improvement of the First
Diagnostic test
Educ. Training in
improving the
learning process
Educational Training in
Improving the Quality of
Leadership and Managerial for
School Supervisor
Educational Training in
Improving the quality
Leadership and Managerial for
School Principals
Educational Training in
constructing evaluation
instrument for teachers
Educ. Training in
Improving the
Learning Results
Constructing Diagnostic Item
Test
Analyzing the Results
of the First Diagnostic
Test
Implementing the
First Diagnostic Test
- Primary 6 (SD)
- Form 3 (SMP)
- Form 6 (SMA)
COLLABORATIVE PROGRAM BETWEEN PPPG TERTULIS BANDUNG
AND THE DEPARTMENT OF EDUCATION SERVICES SOLOK
6
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
1. The Image of the Schools in District of Solok
The data for the school image was collected from eight primary schools, 13 lower
secondary schools, and nine upper secondary schools in four components: Educational
Management (EM), Teaching and Learning Processes (TLP), Human Resource
Development (HRD), and Life Environmental Facilities (EF). Based on the data, the
image of the schools in Kabupaten Solok is shown in Table 2, 3, 4. In general, the
school image in District of Solok for primary school level is enough.
Table 2
School Image in the District of Solok, Province of West Sumatera
Primary School Level
No.
School
Code
Job Component
Score
EM
TLP
HRD
EF
General
Image
1.
SD 1
2,22
2,28
2,26
2,84
2,37
Enough
2.
SD 2
1,14
0,54
0,67
2,06
1,12
Bad
3.
SD 3
3,11
2,53
2,40
2,58
2,66
Good
4.
SD 4
2,81
2,68
1,49
2,75
2,41
Enough
5.
SD 5
2,80
2,10
2,02
2,65
2,37
Enough
6.
SD 6
3,40
2,14
1,71
3,21
2,84
Good
7.
SD 7
2,33
2,33
2,30
2,60
2,38
Enough
8.
Expl:
SD 8
<
1,76
2,51
>
3,57
1,76
2,50
3,25
3,25
3,31
(bad)
(enough)
(good)
(very good)
2,79
3,25
3,23
Good
School image for Upper secondary level in general is enough. There is only one school
shows very good image and one school shows a bad image. When we compare the
images of the three school levels, it shows that the lower secondary school level is
better than the other two levels. Primary school level shows the lowest position in their
school images.
7
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
Tabel 3
School Image in the District of Solok, Province of West Sumatera
Lower Secondary School Level
No.
School
Code
Job Component
EM
TLP
HRD
EF
Score
General Image
1.
SMP 1
3,91
3,75
3,63
3,42
3,69
Very Good
2.
SMP 2
4,00
3,80
3,66
3,36
3,73
Very Good
3.
SMP 3
3,76
3,61
3,75
3,53
3,67
Very Good
4.
SMP 4
2,89
2,55
2,34
2,37
2,55
Good
5.
SMP 5
3,36
2,78
2,06
3,36
2,86
Good
6.
SMP 6
3,09
2,84
2,23
3,01
2,78
Good
7.
SMP 7
3,04
2,49
2,40
2,79
2,67
Good
8.
SMP 8
3,24
2,48
2,91
3,21
2,95
Good
9.
SMP 9
3,48
2,77
2,61
3,24
3,01
Good
10.
SMP 10
3,23
3,06
2,47
3,08
2,95
Good
11.
SMP 11
3,80
3,74
3,56
3,30
3,62
Very Good
12.
SMP 12
3,43
3,68
1,49
3,09
2,91
Good
13.
SMP 13
3,44
2,42
2,59
2,47
2,75
Good
14.
SMP 14
2,76
2,04
2,20
2,43
2,35
Enough
The school image for Lower secondary school level in general is good. Only one school
has condition “enough”.
Table 4
Schools Image in the District of Solok, Province of West Sumatera
Upper Secondary School Level
No.
School
Code
Component
EM
TLP
HRD
EF
Score
General Image
1.
SMA 1
3,50
2,62
2,13
2,65
2,73
Good
2.
SMA 2
3,42
2,60
2,67
3,09
2,94
Good
3.
SMA 3
2,90
1,92
2,52
2,11
2,38
Enough
4.
SMA 4
3,67
3,41
3,32
3,45
3,46
Very Good
5.
SMA 5
3,34
2,46
0,96
2,32
2,27
Enough
6.
SMA 6
1,62
1,92
1,44
1,45
1,61
Bad
7.
SMA 7
3,01
3,13
2,69
3,31
3,02
Good
8.
SMA 8
2,32
1,26
2,48
1,58
1,93
Enough
9.
SMA 9
3,02
2,24
2,11
2,54
2,48
Enough
8
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
2. The Image of the School Principals in District of Solok
The image of the school principals in District of Solok were taken from eight primary
schools, 14 principals of lower secondary level, and nine principals of upper secondary
level. The data were collected using evaluation instrument of seven competencies, those
are School Principal as (1) Manager, (2) Leader, (3) Enterpreneurship Developer (4)
Program Creactor, (5) Educator, (6) Administrator, and (7) Supervisor. The results are
shown in Table 5, Table 6, and Table 7.
Tabel 5
School Principals Image in the District of Solok, Province of West Sumatera
Primary School Level
School
Code
No.
The portrait of the Principal as
Mn
Ldr
Eps
Crt
Edu
Adm
Spv
Score
General
Image
1.
SD 1
1,18
2,00
2,00
2,60
1,80
3,00
1,29
1,92
Enough
2.
SD 2
0,53
0,53
0,22
1,80
0,30
2,14
0,00
0,74
Bad
3.
SD 3
2,65
3,71
1,61
2,80
3,80
4,00
3,14
3,09
Good
4.
SD 4
3,24
2,29
1,61
3,60
3,00
3,00
1,86,
2,61
Good
5.
SD 5
2,82
2,82
2,44
3,00
2,65
2,29
2,57
2,66
Good
6.
SD 6
3,12
3,71
3,39
3,40
3,40
2,29
3,14
3,21
Good
7.
SD 7
2,53
2,88
2,67
3,00
2,65
2,43
1,86
2,56
Good
8.
SD 8
2,65
3,53
2,00
4,00
2,80
3,57
1,00
2,76
Good
Mn
Ldr
Eps
Crt
=
=
=
=
Manager
Leader
Entrepreneurship
Creator`
Edu = Educator
Adm = Administrator
Spv = Supervisor
In general, the primary school principal image in primary school level in Solok is good.
Only one school principal is good and one of them has score enough and one is bad.
9
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
Tabel 6
School Principals Image in the District of Solok, Province of West Sumatera
Lower Secondary School Level
School
Code
No.
The Image of the Principal as
Mng
Ld
Eps
Crt
Edu
Adm
Spv
Score
General
Image
1.
SMP 1
3,82
4,00
3,78
3,60
4,00
4,00
4,00
3,90
Very Good
2.
SMP 2
4,00
4,00
4,00
4,00
4,00
4,00
4,00
4,00
Very Good
3.
SMP 3
3,67
3,63
3,50
3,33
3,83
3,76
3,81
3,65
Very Good
4.
SMP 4
2,16
2,67
3,07
2,27
1,02
1,33
1,29
2,04
Enough
5.
SMP 5
3,57
3,63
3,85
3,53
2,92
3,19
3,05
3,43
Very Good
6.
SMP 6
3,10
3,39
3,06
3,80
3,10
3,76
3,10
3,31
Very Good
7.
SMP 7
3,69
4,00
2,94
3,90
4,00
3,71
3,71
3,70
Very Good
8.
SMP 8
3,94
3,94
3,17
3,47
3,63
3,86
3,43
3,67
Very Good
9.
SMP 9
2,27
2,75
2,69
2,80
3,17
3,81
2,05
2,74
Good
10.
SMP 10
3,18
3,33
3,26
3,20
3,53
3,62
3,52
3,37
Very Good
11.
SMP 11
3,82
4,00
3,78
3,60
4,00
4,00
4,00
3,90
Very Good
12.
SMP 12
3,02
3,04
2,63
3,60
3,13
3,00
0,57
2,68
Good
13.
SMP 13
3,73
3,96
3,93
4,00
3,90
4,00
4,00
3,92
Very Good
14.
SMP 14
2,90
3,20
2,86
2,98
3,11
3,44
3,00
3,07
Good
In general, the image of the Lower Secondary School principals as shown in Table 7 is
good. There was only one principal who has level enough in his image. Others are good
and very good.
Tabel 7
School Principals Image in the District of Solok, Province of West Sumatera
Upper Secondary School
No.
School
Code
The Image of the Principal as
Score
Mnj
Ld
Eps
Crt
Edu
Adm
Sps
General
level
1.
SMA 1
2,88
2,65
2,22
3,00
2,55
3,71
0,71
2,53
Good
2.
SMA 2
3,47
3,41
2,67
3,80
3,30
4,00
1,86
3,20
Good
3.
SMA 3
3,24
3,18
2,89
2,80
3,45
3,29
2,57
3,07
Good
4.
SMA 4
2,65
2,71
1,39
3,80
2,65
2,71
2,29
2,55
Good
5.
SMA 5
3,00
3,47
2,50
3,40
1,55
2,86
0,71
2,57
Good
10
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
6.
SMA 6
2,35
2,59
2,78
2,60
2,50
3,00
2,71
2,64
Good
7.
SMA 7
1,29
0,29
2,22
0,60
2,00
2,43
1,00
1,36
Bad
8.
SMA 8
2,00
2,29
1,17
2,80
2,10
3,00
1,00
2,02
Enough
9.
SMA 9
3,18
3,82
2,22
3,80
3,15
3,00
0,86
2,86
Good
In general, the image of the school principals in the Lower Secondary level shown in
Table 7 was good. Only one school shows that the portrait of the school that is not good,
one principal got enough and others are good. From the data, we found that there was a
positive relationship between the image of the schools and the image of the School
Principals.
3. Training in Improving the Quality of Education
Training in improving the quality of education was conducted in all education
components in the district of Solok. The impacts of the training in improving the quality
of education are:
The growth of the awareness about the importance of improving the quality of
education from the stokeholders in each region.
The improvement of community participation in improving the quality of
education.
The principal, school supervisor, and teachers show a big effort to improve the
quality of education by writing Action Plan. There were 31 Action Plan from
school principals, 23 Action Plan of Bahasa Indonesia teachers, 22 Action Plan
English teachers, dan 24 Action Plan from mathematics teachers.
From the results above, it was found that there was an improvement in the
implementaion of the education in District of Solok West Sumatera Sumatera Barat
toward the goals that should be achieved.
4. The Result of the Diagnostic Tests
The diagnostic tests are test designed to know which competencies which have not been
mastered by students and what is the cause of the problem. The topics in the diagnostic
test were refered to the minimum standard of competency that should be achieved by
student in certain level. The diagnostic tests were conducted at the same time in the
schools chosen. The test materials include all subjects which will be tested in the
11
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
national exam in each level: primary, lower and upper secondary schools. The
diagnostic tests were done twice on 10 September 2005 and 18 Nopember 2005.
Table 8, 9, dan 10 show the percentage of the minimal competency that heve been
achieved by students (two tests).
Tabel 8
The Percentage of the Student’s Minimal Standard of Competency
Primary School Level
No.
The Result of the Diagnostic
tests
Subjects
First
Second
Explanation
1.
Bahasa Indonesia
63,21
88,34
Increase
2.
Civic education dan Social Science
71,83
45,50
Decrease
3.
Mathematics
46,94
53,76
Increase
4.
Science
51,26
53,43
Increase
Tabel 9
The Percentage of the Student’s Minimal Standard of Competency
Lower Secondary School Level
No.
The Result of the
Diagnostic Test
Subject
First
Second
Explanation
1.
Bahasa Indonesia
45,28
58,87
Increase
2.
Bahasa Inggris
35,76
25,66
Decrease
3.
Matematika
27.07
35,68
Increase
Table 10
The Percentage of the Student’s Minimal Standard of Competency
Upper Secondary School Level
No.
The results of the
Diagnostic Tests
Subject
First
Second
Explanation
1.
Bahasa Indonesia
48,37
66,93
Increase
2.
English
41,24
25,68
Decrease
3.
Matematika (for Science Major)
21,74
31,44
Increase
4.
Economics (Social Science Major)
33,06
35,57
Increase
12
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
In general, in each subject there is an increment in the percentage of competency, but
increment was varied. In primary school level, the score of Civic and social studies and
English showed a decrement. This happened because there was a change in constructing
the item test of the diagnostic, so the reliability and the validity of the test were very
low. Although there was an increment in the student achievement in mathematics, the
result was still below the boundary of the minimum competency of the national exam.
For all subjects that have not been achieved the minimal competency, the third
diagnostic tests were needed especially in the secondary level. The third diagnostic test
will be done after the teachers get training in clinical teaching and writing items for the
Diagnostic Assessment.
SUMMARY
Through the implementation of the programme in improving the quality of education in
the District Solok, it can be summarized that:
1. There was an awareness of all the stakeholders in education in this region. This
could be seen by the commitment among all educational components in the region.
2. From the map indicating the potential in District of Solok, the policy in education
can be directed toward the improvement of the existing potential.
3. Through this programme, the managerial capability of all staff in the Department of
Education Services, School Supervisors and School Principals could be improved,
appropriate to the roles, tasks and the functions of each staff member.
4. The integrated programme of the improvement of the education quality can be
implemented in all countries, but the implementation needs an action of perfection
and improvement especially in constructing a diagnostic assessment instrument. The
instrument must be constructed together by involving all teachers who teach
subjects for the national examinations.
5. The collaborative work in implementing the establishment of the programme among
the staff in the MOE and the region could be tied together in order to help accelerate
the improvement of the quality in the region.
13
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
6. The model of the programme implementation in the quality of education which is
integrative and comprehensive can be done well by the help of all educational
components involved.
7. The encouragement of public participation and all educational components in the
District of Solok can help the implementation of the programme in improving the
quality of education smoothly and effectively.
RECOMMENDATIONS
Some recommendations of implementing the programme of improving the quality of
education for the future innovation:
1.
A need for further investigations in designing the programme (planning,
implementing, monitoring, evaluating the programme) and the budget needed.
2.
A need to remap the educational potentials so that all educational components will
be represented and active.
3.
A need to conduct workshops in constructing the standardized schedules for the
diagnostic tests which are valid, reliable and have good test qualities.
4.
A need for consistency and estimation in implementing the program so that the
programme fits to the school calendar in the region.
5.
A need for more time to implement the diagnostic tests. If possible the diagnostic
tests should be directed toward the scenario of the implementation of the National
Examinations.
14
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
REFERENCES
Balitbang, Depdiknas (2004). Tingkat Kelulusan Siswa UAN 2004 Capai 89,88 Persen, [online], http://www.kompas.com/utama/news/0406/10/170646.htm
Bloom’s Taxonomy of Learning Domain, [on-line],
http://faculty.washington.edu/krumme/guides/bloom1.html
Dirjen Mutendik (2005). Direktorat Tenaga Kependidikan Indonesia, Depdiknas,
[on-line], portal.dittendik.net/berita.php
Jakarta,
Kellough, R.D. and Kellough, N.G. (1999). Secondary School Teaching: A Guide To
Methods And Resources; Planning For Competence. Copyright by Prentice
Hill, Upper Saddle River, New Jersey
Kurikulum Berbasis Kompetensi 2004 (KBK 2004), [on-line]
http://www.puskur.or.id/index.php?option=com_content&task=view&id=15&Itemid=48
Managing Basic Education , [on-line], http://mbeproject.net/mbe65.html
Michael W. Kibby. Introduction to the Diagnostic Decision-Making Model. [on-line],
www.gse.buffalo.edu/fas/kibby/model/overview.html
PPPG Tertulis, Bandung, [on-line], http://www.pppgtertulis.or.id/index.php?id=7
Richard Swearingen, Heritage College. Diagnostic Assessment, [on-line]
http://www.mmrwsjr.com/assessment.htm
15
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CONTENT
Pages
FOREWORD
KEY NOTEPAPER
1.
Continuity and Growth: Key Considerations in Educational
Improvement and Accountability
Prof. Geoff Masters
1-15
2.
Improving the Quality of Primary Education in Malaysia
Through Curriculum Innovation: Some Current Issues on
Assessment of Student Performance and Achievement
Datu' Dr. Adi Badiozaman Tuah
16-26
4.
Accountability in Malaysian Higher Education
Dr. Abdul Rahman Othman
27-36
5.
Integrity in Public Examinations: A Malaysian Experience
Dr. Salleh Hassan
37-43
PAPER PRESENTATION
I.
Alternative Assessment of Psychomotor Skills in Physical
Education
Juslimah Jani
44-50
2.
Assessment of Chemistry Learning Environments and Students'
Attitudes Towards Chemistry
Dennis Andrew D. Lajium, Zurida Ismail & Hashimah Mohd Yunus
51-62
3.
Persepsi lbu Bapa tentang Program e-Integrasi dalam Meningkatkan
lnteraksi Sosial dalam Kalangan Murid Pelbagai Etnik di
Pulau Pinang
Najeemah Mohd Yusof & Subadrah Nair
63-70
4.
Development and Validation of the Belief about Teaching Science
And Beliefs about Learning Science Inventory
Pavinder.Singh Amar Singh & Zuridah Haji Ismail
71-84
5.
Rubrik sebagai Ukuran Pencapaian dalam Perkembangan Pengajaran
di Kalangan Guru Pelatih
Zaini Abdullah, Mior Ahmad Termizi Mior Idris, Mior Hamdan
Ghazali & Hamdan Abdul Maad
85-97
6.
Integrating Pupil Self-Assessment into Mathematics Classrooms:
A Study in Singapore Primary Schools
Quek Khiok-Seng & Fan, Lianghuo
98-107
•
7.
8.
20.
fntervensi Kaunseling Keluarga Satir terhadap Komunikasi
Ke{uarga, Ganguan Emosi dan Konsep Kendiri di kalangan
Remaja Bermasalah Tingkah Laku
Khoo Bee Lee
108-120
SDQ-II as an Instrument to Measure the Self-Concepts ofn
MalaysiaUpper Secondary School Students: A Cross-Cultural
121-128
21
Validation Study
Balasubramaniam Sidamparam & Yoong Suan
9.
Pelaksanaan Kurikulum Pendidikan Guru
Norlia Md Salleh
129-140
10.
Pembinaan Instrmen iPEAK dan iePEMBELAJARAN untuk
Kursus Kejurulatihan Komputer
Ro'sseni Din, Muhammad Shanudin Zakaria & Khairu1
Anwar Mastor
141-148
11.
Development and Validation of Test for Integrated Science
Processes
Ong Saw Lan, Zurida Haji Ismail & Fong Soon Fook
149-156
12.
Self Concept, Efficacy and Writing Performance of High IQ
Underachievers
Ng Sook Gun
157-168
13.
Dealing with Nested Data Structure: Using Ordinary Least Square
versus Hierarchical Linear Modeling
Halim Ahmad
169-177
14.
Does Category Scheme Matter in Developing and Validating
Instruments: A Case of Classroom Democratic Climate and
Student Engagement Scales
Su1aiman Mappiasse
178-191
15.
Penambahbaikan Pengajaran melalui Penulisan Jumal Reflektif
ldris Mohd Radzi
192-20 I
16.
Performance Benchmark: Key Performance Indicators in Problem
Based Learning
Mohd Ali shamsuddin, Kamisah Osman & Lilia Halim
202-210
17.
Diagnostic Assessment Try-Out as an Effort to Improve Student
Readiness in Taking National Exam in Solok, Indonesia
Abdorrakhman Ginting, Dadang Garnida & Ida Karnasih
211-222
18.
Penilaian Terhadap Program E-Intergrasi Dalam .Memupuk
Perpaduan dalam Kalangan Murid Pelbagai Etnik
Subadrah Nair & Najeemah Mohd Yusof
223-233
19.
Penilaian Hots Dan Lots Murid Sekolah Rendah Di Malaysia
Subadrah Nair & Nor Hashimah Hashim
234-242
11
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
DIAGNOSTIC ASSESSMENT TRY-OUT AS AN EFFORT
TO IMPROVE STUDENT READINESS IN TAKING
NATIONAL EXAM IN SOLOK, INDONESIA
Ida Karnasih (SEAMEO RECSAM)
Abdorrakhman Gintings (PPPG Tertulis, Bandung, Indonesia)
Dadang Garnida (PPPG Tertulis, Bandung, Indonesia)
Abstract. In Indonesia, the MONE (The Minister of National Education) has been
implementing National Exams for some subjects at the Primary and Secondary School
level and setting up higher minimum competency grade in each year(3.01 in 2004 and
4.01 in 2005) for students to pass the exams. This decision has made all components of
education to take consideration seriously about the quality of education in each
different region. This paper describes one of the efforts done by the Distance Education
Teacher Training Development Center, Bandung to initiate a special program to
improve the quality of education effectively and comprehensively through an integrated
approach in both programs and the community involvement which has been tried-out in
Solok, West Sumatera Indonesia. This paper eplains a model of Diagnostic Assessment
in some subjects, the implementation of the workshops and training, and the try outs
that were implemented at Primary Six, Form three and Form six in different subjects:
Mathematics, English and Bahasa Indonesia, Economics. The results and the findings
of the program and the recommendations for future project are also presented in this
paper.
INTRODUCTION
Indonesia, as a developing country, strives continuously to improve the quality of
education. The movement toward the higher quality in education has been raised
through the change of curriculum into a Competency-Cased Curriculum (KBK, 2004),
and more importantly the existence of a new Directorate General of Quality
Improvement for Educators and Educational Institutions which have been implemented
since the end of 2005 (Ditjen Mutendik, 2005). Struggling under the shift from a
centralized concentration of power development to decentralization, the government of
Indonesia through the Ministry of National Education (MONE) has done some efforts
to maintain the existing education development achievement, to prepare high quality
human resources, and to make some adjustments toward the national education system
in line with the implementation of decentralization. In the era of decentralization and
autonomy, the involvement of all components in the province or district becomes very
important and plays strategic roles in the improvement of the quality of education not
only substantially but also the improvements on the support and commitment from the
1
3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
community in each region. Besides that, The Minister of National Education Indonesia
has been implementing National Exams for some subjects at Primary and Secondary
School and setting up higher minimum competency grades for each year (3.01 in 2004
and 4.01 in 2005), for students to pass the exams. In the year of 2004, 89.88% of
Upper Secondary school students passed the exam (Balitbang, 2004). At the moment
an awareness is aroused all educational components through the involvements in the
community to improve the quality of education in each region.
Based on these reasons, the Teacher Training Development Center Distance Education
Bandung (PPPG Tertulis, Bandung), as an implementation unit of the Directorate
General of Quality Improvement of Educators and Educational Institution, initiates a
special program to improve the quality of education effectively and comprehensively
through an integrated approach. The program includes the community involvement. The
first try-out of the program was implemented in Solok, West of Sumatera Indonesia.
The developed model would be implemented nationally to improve the quality of
education in Indonesia.
EDUCATIONAL QUALITY IMPROVEMENT PROGRAM
The quality improvement program in this project has been done to improve the quality
of education in the districts which involve all educational components in the region. The
program of the quality improvement involving all school components, such as
supervisors, supervisory council, school principals, teachers and students of Primary 6,
Form 3, and Form 6. The main goals of the program are:
1.
To improve the managerial and substantial skills of the workshop participants in
managing education activities appropriate to the roles, duties, and functions of
each components.
2.
To build commitment of all educational components in Kabupaten Solok, Propinsi
Sumatera Barat to strive for improving the quality of education in their region.
3.
To improve the student achievement in the national exams in Kabupaten Solok,
Sumatera Barat.
4.
To develop a model for improving the quality of education integrated and
comprehensive in the region and national.
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3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
DIAGNOSTIC ASSESSMENT MODEL
The model commenced with the selection of the appropriateness of the content from the
student-based. The objectives were prepared according to Bloom’s Taxonomy of setting
procedure: the Knowledge, Comprehension, Application, Analysis, Synthesis and
Evaluation. However, for elementary school level only KCA were utilized. The next
step undertaken was the development of the screening test and its pilot test. The
screening tests then were marked and summarized in the summary sheet. Errors
reflected at the sheets were analyzed by the teacher miticulously. From the reflection of
the errors, teachers were able to task analyzed whether the errors were due to
misconception, lack of knowledge on the basic operation or algorithm, or poor
computational skills, etc. Then they set objectives upon the items with most errors and
were deemed to be most difficult. Diagnostic test was promised on the most difficult
items that manifested on the analysis of the results. The special diagnostic test was set
when there was a display of the errors. However, if errors were not prevailed, then the
teacher may opt to continue his/her teaching to the new skills to be developed or she/he
may offer alternative assessment for enrichment purposes. Interview was conducted to
pupils having committed to the same errors in order to trace the fact or the causes of
errors reflected in the summarized test results. This aspect would give the teacher
evidence as to the root cause of errors. From what had transpired during the interview,
outcomes that were drawn from the learners would feed the mentors to plan out the next
teaching strategies to help the learner enhanced capabilities of filling those gaps.
Remedial teaching or enrichment activities might be done by the teacher in order to
fulfill the objective. The full model of diagnostic assessment was given, but the teacher
was given the leeway to adopt his/her model that was suited to his/her class.
THE STRATEGIC PLAN OF THE IMPLEMENTATION
Training Programs. The implementation of the program in improving the quality of
education in District of Solok includes the planning, implementation, and the analysis of
the program. The program was started with mapping the data and educational potential
in Solok, including data about schools, teachers, principals, and educational
administarion in schools in Solok, and followed by schools in other disricts in the
Province of West Sumatera. The education potential includes educational resources in
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3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
Solok and all the educational staff, board members, and school committees. The
implementation of the workshop was conducted to arrange the program based on the
data and the existence of the potential the schools have in Kabupaten Solok. The
workshop program includes, improving the process of teaching and learning, improving
the output, and arranging an Action Plan by each component involved. All programs
were implemented in education and training plans (DIKLAT). The results of the
workshops produced five different kinds of quality improvement education and training
as shown in Table 1. The diagnostic tests were developed by the teachers after the
training. At the end of the training session, all participants concretised an Action Plan
for the quality improvement in education. Teachers of the same subject work together to
analyze students’ problems and then develop diagnostic tests for each level (Primary 6,
Form 3 and Form 6).
Table 1
Types of Quality Improvement Training Program
No
Types of Train ing and Education
Participants
1
Educational Training in Improving the school
Management
Department of Education
Staff, Board
2
Training Educational in Leadership and Managerial
School Supervisors
3
Education Training in Leadership and Managerial
School Principals
4
Educational Training in Developing tested Evaluation Teachers who teach subjects
Instrument (test items)
which are National Exam
(Mathematics, English,
Bahasa Indonesia, Social
Science
Implementation of Diagnostic Test. Two diagnostic tests were developed and then
implemented in ten Primary schools, 15 Lower Secondary Schools, and ten Upper
Secondary Schools with the following subjects: (1) Primary School (SD): Bahasa
Indonesia , Mathematics, Civic and Social Science, and Science, (2) Lower Secondary
(SMP): Bahasa Indonesia, English, Mathematics, (3) Upper Secondary School Science
(SMA): Bahasa Indonesia, English, Mathematics, (4) Upper Secondary School Social
Science (SMA): Bahasa Indonesia, English, Mathematics . The results of the test then
were analyzed.
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3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
Improvement Programs
The improvement program was done by the teacher based on the results of the
diagnostic tests given. The programs were directed towards the concepts that became
problems to most students. At the end of the workshop all participant teachers
redeveloped the Action Plan for improving the results of the tests. The scenario of the
program could be seen in the next page.
RESULTS AND DISCUSSION
The District of Solok is one of the districts in West Sumatera in the mountainous area of
Bulit Barisan. In this district, the quality of education is still far away behind other
regions. Based on the result of the national exam 2005, Solok ranked 17 among the 19
districts in the Province of West Sumatera. This shows that the student achievement in
this district was very low. One of the problems in education in this region is that the
educational component of the Department of Education Services has not yet optimally
managed the education and the community involvement in education were not culturally
implemented.
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3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
THE SCENARIO OF THE IMPLEMENTATION PROGRAM IN IMPROVING THE QUALITY OF EDUCATION
Forming Team
Internal Consolidation
First design
construction
First Mapping
General Data
School Data
Teachers Data
Students Data
Special Data
Average Score
Distribution of
Scores (Mode,
Mean, Modus)
Workshop in Improving the Quality of
Education
Discussing the results of the first
mapping
Designing Action Plan for all
trainees
Improving The Teaching Learning
Process
- Training in improving the quality of
management for the staff of
Department of Education Services
, School Boards, and school
committee
- Training in leadership for School
Principals
- Training in improving the quality of
teaching for teachers who teach
subjects which are tested in the
National Exam
Improving Student Achievement
- Training in constructing item test
for teachers who teach subjects
which are tested in the National
Exam
- Training in constructing diagnostic
test
Writing Report
Analyzing the
Results of the
Second Diagnostic
Test
Educational Training in
Improving the quality of
Management for the Staff of the
DES, School Board, and school
Committee
Implementing The
Second Diagnostic
Test
Workshop in developing
program for the
improvement of the First
Diagnostic test
Educ. Training in
improving the
learning process
Educational Training in
Improving the Quality of
Leadership and Managerial for
School Supervisor
Educational Training in
Improving the quality
Leadership and Managerial for
School Principals
Educational Training in
constructing evaluation
instrument for teachers
Educ. Training in
Improving the
Learning Results
Constructing Diagnostic Item
Test
Analyzing the Results
of the First Diagnostic
Test
Implementing the
First Diagnostic Test
- Primary 6 (SD)
- Form 3 (SMP)
- Form 6 (SMA)
COLLABORATIVE PROGRAM BETWEEN PPPG TERTULIS BANDUNG
AND THE DEPARTMENT OF EDUCATION SERVICES SOLOK
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3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
1. The Image of the Schools in District of Solok
The data for the school image was collected from eight primary schools, 13 lower
secondary schools, and nine upper secondary schools in four components: Educational
Management (EM), Teaching and Learning Processes (TLP), Human Resource
Development (HRD), and Life Environmental Facilities (EF). Based on the data, the
image of the schools in Kabupaten Solok is shown in Table 2, 3, 4. In general, the
school image in District of Solok for primary school level is enough.
Table 2
School Image in the District of Solok, Province of West Sumatera
Primary School Level
No.
School
Code
Job Component
Score
EM
TLP
HRD
EF
General
Image
1.
SD 1
2,22
2,28
2,26
2,84
2,37
Enough
2.
SD 2
1,14
0,54
0,67
2,06
1,12
Bad
3.
SD 3
3,11
2,53
2,40
2,58
2,66
Good
4.
SD 4
2,81
2,68
1,49
2,75
2,41
Enough
5.
SD 5
2,80
2,10
2,02
2,65
2,37
Enough
6.
SD 6
3,40
2,14
1,71
3,21
2,84
Good
7.
SD 7
2,33
2,33
2,30
2,60
2,38
Enough
8.
Expl:
SD 8
<
1,76
2,51
>
3,57
1,76
2,50
3,25
3,25
3,31
(bad)
(enough)
(good)
(very good)
2,79
3,25
3,23
Good
School image for Upper secondary level in general is enough. There is only one school
shows very good image and one school shows a bad image. When we compare the
images of the three school levels, it shows that the lower secondary school level is
better than the other two levels. Primary school level shows the lowest position in their
school images.
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3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
Tabel 3
School Image in the District of Solok, Province of West Sumatera
Lower Secondary School Level
No.
School
Code
Job Component
EM
TLP
HRD
EF
Score
General Image
1.
SMP 1
3,91
3,75
3,63
3,42
3,69
Very Good
2.
SMP 2
4,00
3,80
3,66
3,36
3,73
Very Good
3.
SMP 3
3,76
3,61
3,75
3,53
3,67
Very Good
4.
SMP 4
2,89
2,55
2,34
2,37
2,55
Good
5.
SMP 5
3,36
2,78
2,06
3,36
2,86
Good
6.
SMP 6
3,09
2,84
2,23
3,01
2,78
Good
7.
SMP 7
3,04
2,49
2,40
2,79
2,67
Good
8.
SMP 8
3,24
2,48
2,91
3,21
2,95
Good
9.
SMP 9
3,48
2,77
2,61
3,24
3,01
Good
10.
SMP 10
3,23
3,06
2,47
3,08
2,95
Good
11.
SMP 11
3,80
3,74
3,56
3,30
3,62
Very Good
12.
SMP 12
3,43
3,68
1,49
3,09
2,91
Good
13.
SMP 13
3,44
2,42
2,59
2,47
2,75
Good
14.
SMP 14
2,76
2,04
2,20
2,43
2,35
Enough
The school image for Lower secondary school level in general is good. Only one school
has condition “enough”.
Table 4
Schools Image in the District of Solok, Province of West Sumatera
Upper Secondary School Level
No.
School
Code
Component
EM
TLP
HRD
EF
Score
General Image
1.
SMA 1
3,50
2,62
2,13
2,65
2,73
Good
2.
SMA 2
3,42
2,60
2,67
3,09
2,94
Good
3.
SMA 3
2,90
1,92
2,52
2,11
2,38
Enough
4.
SMA 4
3,67
3,41
3,32
3,45
3,46
Very Good
5.
SMA 5
3,34
2,46
0,96
2,32
2,27
Enough
6.
SMA 6
1,62
1,92
1,44
1,45
1,61
Bad
7.
SMA 7
3,01
3,13
2,69
3,31
3,02
Good
8.
SMA 8
2,32
1,26
2,48
1,58
1,93
Enough
9.
SMA 9
3,02
2,24
2,11
2,54
2,48
Enough
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3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
2. The Image of the School Principals in District of Solok
The image of the school principals in District of Solok were taken from eight primary
schools, 14 principals of lower secondary level, and nine principals of upper secondary
level. The data were collected using evaluation instrument of seven competencies, those
are School Principal as (1) Manager, (2) Leader, (3) Enterpreneurship Developer (4)
Program Creactor, (5) Educator, (6) Administrator, and (7) Supervisor. The results are
shown in Table 5, Table 6, and Table 7.
Tabel 5
School Principals Image in the District of Solok, Province of West Sumatera
Primary School Level
School
Code
No.
The portrait of the Principal as
Mn
Ldr
Eps
Crt
Edu
Adm
Spv
Score
General
Image
1.
SD 1
1,18
2,00
2,00
2,60
1,80
3,00
1,29
1,92
Enough
2.
SD 2
0,53
0,53
0,22
1,80
0,30
2,14
0,00
0,74
Bad
3.
SD 3
2,65
3,71
1,61
2,80
3,80
4,00
3,14
3,09
Good
4.
SD 4
3,24
2,29
1,61
3,60
3,00
3,00
1,86,
2,61
Good
5.
SD 5
2,82
2,82
2,44
3,00
2,65
2,29
2,57
2,66
Good
6.
SD 6
3,12
3,71
3,39
3,40
3,40
2,29
3,14
3,21
Good
7.
SD 7
2,53
2,88
2,67
3,00
2,65
2,43
1,86
2,56
Good
8.
SD 8
2,65
3,53
2,00
4,00
2,80
3,57
1,00
2,76
Good
Mn
Ldr
Eps
Crt
=
=
=
=
Manager
Leader
Entrepreneurship
Creator`
Edu = Educator
Adm = Administrator
Spv = Supervisor
In general, the primary school principal image in primary school level in Solok is good.
Only one school principal is good and one of them has score enough and one is bad.
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3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
Tabel 6
School Principals Image in the District of Solok, Province of West Sumatera
Lower Secondary School Level
School
Code
No.
The Image of the Principal as
Mng
Ld
Eps
Crt
Edu
Adm
Spv
Score
General
Image
1.
SMP 1
3,82
4,00
3,78
3,60
4,00
4,00
4,00
3,90
Very Good
2.
SMP 2
4,00
4,00
4,00
4,00
4,00
4,00
4,00
4,00
Very Good
3.
SMP 3
3,67
3,63
3,50
3,33
3,83
3,76
3,81
3,65
Very Good
4.
SMP 4
2,16
2,67
3,07
2,27
1,02
1,33
1,29
2,04
Enough
5.
SMP 5
3,57
3,63
3,85
3,53
2,92
3,19
3,05
3,43
Very Good
6.
SMP 6
3,10
3,39
3,06
3,80
3,10
3,76
3,10
3,31
Very Good
7.
SMP 7
3,69
4,00
2,94
3,90
4,00
3,71
3,71
3,70
Very Good
8.
SMP 8
3,94
3,94
3,17
3,47
3,63
3,86
3,43
3,67
Very Good
9.
SMP 9
2,27
2,75
2,69
2,80
3,17
3,81
2,05
2,74
Good
10.
SMP 10
3,18
3,33
3,26
3,20
3,53
3,62
3,52
3,37
Very Good
11.
SMP 11
3,82
4,00
3,78
3,60
4,00
4,00
4,00
3,90
Very Good
12.
SMP 12
3,02
3,04
2,63
3,60
3,13
3,00
0,57
2,68
Good
13.
SMP 13
3,73
3,96
3,93
4,00
3,90
4,00
4,00
3,92
Very Good
14.
SMP 14
2,90
3,20
2,86
2,98
3,11
3,44
3,00
3,07
Good
In general, the image of the Lower Secondary School principals as shown in Table 7 is
good. There was only one principal who has level enough in his image. Others are good
and very good.
Tabel 7
School Principals Image in the District of Solok, Province of West Sumatera
Upper Secondary School
No.
School
Code
The Image of the Principal as
Score
Mnj
Ld
Eps
Crt
Edu
Adm
Sps
General
level
1.
SMA 1
2,88
2,65
2,22
3,00
2,55
3,71
0,71
2,53
Good
2.
SMA 2
3,47
3,41
2,67
3,80
3,30
4,00
1,86
3,20
Good
3.
SMA 3
3,24
3,18
2,89
2,80
3,45
3,29
2,57
3,07
Good
4.
SMA 4
2,65
2,71
1,39
3,80
2,65
2,71
2,29
2,55
Good
5.
SMA 5
3,00
3,47
2,50
3,40
1,55
2,86
0,71
2,57
Good
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3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
6.
SMA 6
2,35
2,59
2,78
2,60
2,50
3,00
2,71
2,64
Good
7.
SMA 7
1,29
0,29
2,22
0,60
2,00
2,43
1,00
1,36
Bad
8.
SMA 8
2,00
2,29
1,17
2,80
2,10
3,00
1,00
2,02
Enough
9.
SMA 9
3,18
3,82
2,22
3,80
3,15
3,00
0,86
2,86
Good
In general, the image of the school principals in the Lower Secondary level shown in
Table 7 was good. Only one school shows that the portrait of the school that is not good,
one principal got enough and others are good. From the data, we found that there was a
positive relationship between the image of the schools and the image of the School
Principals.
3. Training in Improving the Quality of Education
Training in improving the quality of education was conducted in all education
components in the district of Solok. The impacts of the training in improving the quality
of education are:
The growth of the awareness about the importance of improving the quality of
education from the stokeholders in each region.
The improvement of community participation in improving the quality of
education.
The principal, school supervisor, and teachers show a big effort to improve the
quality of education by writing Action Plan. There were 31 Action Plan from
school principals, 23 Action Plan of Bahasa Indonesia teachers, 22 Action Plan
English teachers, dan 24 Action Plan from mathematics teachers.
From the results above, it was found that there was an improvement in the
implementaion of the education in District of Solok West Sumatera Sumatera Barat
toward the goals that should be achieved.
4. The Result of the Diagnostic Tests
The diagnostic tests are test designed to know which competencies which have not been
mastered by students and what is the cause of the problem. The topics in the diagnostic
test were refered to the minimum standard of competency that should be achieved by
student in certain level. The diagnostic tests were conducted at the same time in the
schools chosen. The test materials include all subjects which will be tested in the
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3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
national exam in each level: primary, lower and upper secondary schools. The
diagnostic tests were done twice on 10 September 2005 and 18 Nopember 2005.
Table 8, 9, dan 10 show the percentage of the minimal competency that heve been
achieved by students (two tests).
Tabel 8
The Percentage of the Student’s Minimal Standard of Competency
Primary School Level
No.
The Result of the Diagnostic
tests
Subjects
First
Second
Explanation
1.
Bahasa Indonesia
63,21
88,34
Increase
2.
Civic education dan Social Science
71,83
45,50
Decrease
3.
Mathematics
46,94
53,76
Increase
4.
Science
51,26
53,43
Increase
Tabel 9
The Percentage of the Student’s Minimal Standard of Competency
Lower Secondary School Level
No.
The Result of the
Diagnostic Test
Subject
First
Second
Explanation
1.
Bahasa Indonesia
45,28
58,87
Increase
2.
Bahasa Inggris
35,76
25,66
Decrease
3.
Matematika
27.07
35,68
Increase
Table 10
The Percentage of the Student’s Minimal Standard of Competency
Upper Secondary School Level
No.
The results of the
Diagnostic Tests
Subject
First
Second
Explanation
1.
Bahasa Indonesia
48,37
66,93
Increase
2.
English
41,24
25,68
Decrease
3.
Matematika (for Science Major)
21,74
31,44
Increase
4.
Economics (Social Science Major)
33,06
35,57
Increase
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3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
In general, in each subject there is an increment in the percentage of competency, but
increment was varied. In primary school level, the score of Civic and social studies and
English showed a decrement. This happened because there was a change in constructing
the item test of the diagnostic, so the reliability and the validity of the test were very
low. Although there was an increment in the student achievement in mathematics, the
result was still below the boundary of the minimum competency of the national exam.
For all subjects that have not been achieved the minimal competency, the third
diagnostic tests were needed especially in the secondary level. The third diagnostic test
will be done after the teachers get training in clinical teaching and writing items for the
Diagnostic Assessment.
SUMMARY
Through the implementation of the programme in improving the quality of education in
the District Solok, it can be summarized that:
1. There was an awareness of all the stakeholders in education in this region. This
could be seen by the commitment among all educational components in the region.
2. From the map indicating the potential in District of Solok, the policy in education
can be directed toward the improvement of the existing potential.
3. Through this programme, the managerial capability of all staff in the Department of
Education Services, School Supervisors and School Principals could be improved,
appropriate to the roles, tasks and the functions of each staff member.
4. The integrated programme of the improvement of the education quality can be
implemented in all countries, but the implementation needs an action of perfection
and improvement especially in constructing a diagnostic assessment instrument. The
instrument must be constructed together by involving all teachers who teach
subjects for the national examinations.
5. The collaborative work in implementing the establishment of the programme among
the staff in the MOE and the region could be tied together in order to help accelerate
the improvement of the quality in the region.
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3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
6. The model of the programme implementation in the quality of education which is
integrative and comprehensive can be done well by the help of all educational
components involved.
7. The encouragement of public participation and all educational components in the
District of Solok can help the implementation of the programme in improving the
quality of education smoothly and effectively.
RECOMMENDATIONS
Some recommendations of implementing the programme of improving the quality of
education for the future innovation:
1.
A need for further investigations in designing the programme (planning,
implementing, monitoring, evaluating the programme) and the budget needed.
2.
A need to remap the educational potentials so that all educational components will
be represented and active.
3.
A need to conduct workshops in constructing the standardized schedules for the
diagnostic tests which are valid, reliable and have good test qualities.
4.
A need for consistency and estimation in implementing the program so that the
programme fits to the school calendar in the region.
5.
A need for more time to implement the diagnostic tests. If possible the diagnostic
tests should be directed toward the scenario of the implementation of the National
Examinations.
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3rd International Conference on Measurement and Evaluation in Education (ICMEE 2006)
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www.gse.buffalo.edu/fas/kibby/model/overview.html
PPPG Tertulis, Bandung, [on-line], http://www.pppgtertulis.or.id/index.php?id=7
Richard Swearingen, Heritage College. Diagnostic Assessment, [on-line]
http://www.mmrwsjr.com/assessment.htm
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