Evaluation of Training to Improve Ability of Lecturers’ Learning Design

DOI

10.2991/ictte-18.2018.21How to use a DOI?

Keywords

Training Evaluatian, Improve Ability; Lecturer’s Learning Design

Abstract

This evaluative research aimed to get information on the implementation of the Training Program Instructional Skills Techniques conducted by Regional Coordinator Private Education III Jakarta. Educational systems in Indonesia are standardization system, in which the lecturer must evolve and improve knowledge and should be an effective facilitator of learning for students. Lecturers are required to manage the learning so that knowledge is discussed easily understood by students. In the learning process takes a lecturer who is able to manage the class well into a learning center where students and faculty provide equal opportunities to each student to develop their students. To improve the ability of lecturers required continuous training where each training program should be evaluated to improve the quality of the learning process. Data sources were obtained through in-depth interviews and supported with documents analysis of training from years 2012-2014. Interview were carried out to the following respondents (1) the committee from Coordinator III, (2) alumni from colleges that have accreditation A, B and C, (3) as well as the respective people to whom the alumni responsible. The methods use was combien, the evaluation program Logic of W.K. Kellogg consisting of; (1) research (input), (2) activity, (3) output and (4) outcome, and with the evaluation of the four levels of Kirkpatrick: (1) reaction, (2) learning, (3) behavior, and (4) result. The evaluation model that used for skills training instructional techniques consists of (1) evaluation input, (2) evaluation activity that concern of the Implementation Plan, (3) evaluation of Learning process, and (4) Result evaluation that focus at outcome and behavior. The results showed that; 1) Input Evaluation, college with accreditation A, B has scored 3, had a significantly better outcome, college with accreditation C gets the value 2, significantly sufficient results; 2) Evaluation Implementation Planning, college with accreditation A, B has scored 3 had a significantly better outcome, college with accreditation C has scorde 2, (good results) significantly enough results; 3) Evaluation of Learning Process, college with accreditation A, B and C has scored 3, (good results); 4) Evaluation, college which accreditation A, B and C has score 3, (good results). It’s a concluded that in order to improve the effectiveness of skills training instructional techniques need to evaluation that improve some aspects implementation of the particular amount 4 times a year, number of participants 160 people (1.3%), and must evaluate the results of learning process to monitor developments in the private colleges.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Tina Rosa
AU  - Yusdi Anra
PY  - 2018/09
DA  - 2018/09
TI  - Evaluation of Training to Improve Ability of Lecturers’ Learning Design
BT  - Proceedings of the International Conference on Teacher Training and Education 2018 (ICTTE 2018)
PB  - Atlantis Press
SP  - 129
EP  - 133
SN  - 2352-5398
UR  - https://doi.org/10.2991/ictte-18.2018.21
DO  - 10.2991/ictte-18.2018.21
ID  - Rosa2018/09
ER  -