Evaluasi Pembelajaran Statistik Pendidikan di STAI Al Khairaat Labuha dengan Model Evaluasi Discrepancy dan Kirkpatrick

Abstract

This study is aimed to evaluate the learning of Educational Statistics Course at PAI Study Program of STAI Alkhairaat Labuha, Ternate. This is evaluation research, employing the combination of Discrepancy and Kirkpatrick Evaluation Model. The study employed mixed methods involving questionnaires, observation, and documentation. The case study method was used, which included total sampling of 14 students. The research results reveal several significant findings: To begin with, the learning gap for Educational Statistics Course for the 2022/2023 Academic Year is relatively small with 11.57%. Second, the lecturers have pedagogical competence and high professionalism in the student's perspectives. This is indicated by the findings that the gap of pedagogical and professional competence is extremely small with 8.35% and 4.20% respectively. Third, the use of Mastery Learning approach to teach Educational Statistics is considered effective and making Google forms and applications to collect data directly from respondents and data processing procedures provides the most effective learning experience for students. The researchers made the following recommendations: firstly, lecturers should design well-developed and structured lesson plans, and enhance student learning with practical skills to make learning more successful. Second, lecturers are encouraged to improve their pedagogical skills, particularly in the topics of material distribution, calculating material, and to increase learning for quartile material and research hypotheses. Third, lecturers should continue using the Mastery Learning approach in the teaching of Educational Statistics. Fourth, lecturers are urged to fully enhance students' cognitive, affective, and psychomotor through direct practices and peer collaboration.

Keywords

• evaluation
• learning
• statistics
• discrepancy
• kirkpatrick