ABSTRAK

Ferdiansyah, Dody. 2019. Evaluasi Keefektifan Pembelajaran KKL Geografi Terpadu di Program Studi S1 Pendidikan Geografi Universitas Negeri Surabaya. Tesis, Program Studi Pendidikan Geografi, Pascasarjana Universitas Negeri Surabaya. Pembimbing: (I) Dr. Soegiyanto, M.Si. dan (II) Dr. Eko Budiyanto, M.Si.

Kata Kunci: Evaluasi, Keefektifan, Pembelajaran Luar Kelas.

Penelitian ini bertujuan mengevaluasi keefektifan pembelajaran KKL Geografi Terpadu yang meliputi karakteristik pembelajaran KKL Geografi Terpadu terdiri dari tahap persiapan, tahap pelaksanaan, dan pasca lapangan serta keefektifan pembelajaran KKL Geografi Terpadu terdiri dari kualitas pembelajaran, tingkat pembelajaran yang tepat, insentif, dan waktu. Penelitian ini juga menggunakan model evaluasi CIPP (Context, Input, Process, dan Product) terkait evaluasi keefektifan pembelajaran KKL Geografi Terpadu.

Penelitian ini menggunakan desain penelitian evaluatif dengan pendekatan kuantitatif-deskriptif. Teknik pengumpulan data melalui angket, lalu didukung oleh observasi, wawancara tidak terstruktur, serta dokumentasi. Hasil penelitian ini menunjukkan bahwa keterlaksanaan pembelajaran KKL Geografi Terpadu berada pada kategori baik. Lebih lanjut hasil penelitian ini menunjukkan bahwa persepsi terkait pembelajaran KKL Geografi Terpadu dengan model evaluasi CIPP (Context, Input, Process, dan Product) berada kategori negatif-positif-negatif-negatif yang berarti kurang efektif yang mengacu pada Kuadran Glickman.

Temuan penelitian ini menunjukkan bahwa: (1) Keterlaksanaan pembelajaran KKL Geografi Terpadu berada pada kategori baik. Namun terdapat aspek yang belum terlaksana dengan baik, bahkan masih ada aspek yang tidak terlaksana. (2) Evaluasi keefektifan pembelajaran KKL Geografi Terpadu menggunakan model evaluasi CIPP (Context, Input, Process, dan Product) berada pada kategori kurang efektif berdasarkan hasil angket persepsi mahasiswa dan dosen. Hal ini disebabkan beberapa komponen yang ada belum maksimal pelaksanaannya, bahkan masih ada komponen yang belum sesuai dengan pandangan konstruktivisme, pembelajaran kontekstual, pedoman fakultas, serta Permendikti Nomor 44 Tahun 2015 Tentang Standar Nasional Pendidikan Tinggi bagian keempat tentang Standar Proses Pembelajaran. Rekomendasi untuk pembelajaran KKL Geografi Terpadu yaitu: (1) Seharusnya memiliki standar pelaksanaan yang dipahami semua dosen yang terlibat. (2) Seharusnya KaProdi, dosen wali, dosen pembimbing lapangan selaku pengelola pembelajaran KKL Geografi Terpadu melakukan koordinasi terkait perencanaan pembelajaran. Lebih lanjut seharusnya penilaian diberikan dengan objektif dan autentik serta dilaksanakan dengan baik sesuai jadwal yang disusun.

ABSTRACT

Ferdiansyah, Dody. 2019. Evaluation of the effectiveness of the learning college geography fieldwork in integrated Bachelor of education of Geography University of Surabaya. Thesis, Magister Program of Geography Education, Postgraduate State of Surabaya. Supervisor: (I) Dr. Soegiyanto, M.Si. dan (II) Dr. Eko Budiyanto, M.Si.

Keywords: Evaluation, Effectiveness, Outdoor Learning.

This research aimed to evaluate the effectiveness of the learning College geography fieldwork integrated learning characteristics which include lectures integrated geography fieldwork consisted of the preparation stage, the stage of implementation, and the post field, as well as the effectiveness of the learning College, integrated geography fieldwork consisted of the quality of learning, learning rates, incentives, and time. The study also used the CIPP evaluation model (Context, Input, Process, and Product) learning effectiveness evaluation related lectures integrated geography fieldwork.

This research uses evaluative research designs with a descriptive quantitative approach. Technical data collection via the question form, and supported by observation, unstructured interviews, and documentation. The results of this research show that learning resources were college geography fieldwork is integrated into the category either. Further results of this research show that the perception of learning related to College geography fieldwork with integrated evaluation model CIPP (Context, Input, Process, and Product) are a category of negative-positive-negative-negative which means less effectively a refers to the Quadrant Glickman.

The findings of this research show that: (1) have been fulfilled the learning College geography fieldwork is integrated into the category either. However there are aspects which have not done so well, in fact, there are still aspects that cannot be implemented. (2) the evaluation of the effectiveness of the learning College integrated geography fieldwork using model CIPP evaluation are less effective on the category based on the results of the question form the perception of students and lecturers. This is due to some existing components have not been fullest implementation, even still there are components that have not been in accordance with the view of constructivism, contextual learning, Faculty guidelines, as well as higher education Minister Regulation Number 44 Years 2015 On national standards of higher education the fourth part of the process of learning Standards. Recommendations for learning College integrated geography fieldwork, namely: (1) it should have a default implementation which is understood all professors involved. (2) The head of study program, lecturer, field supervisor as the manager of integrated geography fieldwork learning should coordinate related learning planning. Furthermore, the assessment should be given objectively and authentically and well implemented according to the schedule prepared.