Evaluating Campus Teaching Program: The Discrepancy Evaluation Model Approach
Keywords:
campus teaching program, discrepancy evaluation model, students’ perspectiveAbstract
The primary objective of this study was to evaluate the implementation of the Campus Teaching Program, with a focus on identifying the alignment and gaps between the program's intended standards and its actual outcomes. The Discrepancy Evaluation Model (DEM) was adopted as the evaluation framework. Data were collected through questionnaires and semi-structured interviews. The participants consisted of 16 alumni of the Campus Teaching Program from the Soe Educational Institute. Data were analyzed using descriptive qualitative methods, which allowed for a comprehensive understanding of participants’ experiences and perceptions. The evaluation focused on three main aspects: program standards, performance outcomes, and discrepancies between the two. The findings indicate that the program had a significantly positive impact on participants' personal and professional development. Reported benefits included enhanced time management, teamwork, public speaking, leadership, self-confidence, resilience, community engagement, decision-making, and problem-solving skills. These outcomes suggest that the Campus Teaching Program successfully achieved its core objectives, particularly in fostering holistic personal growth and preparing students for future professional roles in education. However, a notable discrepancy emerged regarding the placement of participants. The majority of student placements were in elementary schools, with 83.3% of participants coming from the Elementary Teacher Education Study Program. This suggests a lack of diversification in school placements, potentially limiting the exposure of participants from other educational fields. Based on these findings, the study concludes that while the Campus Teaching Program is effective in achieving its developmental goals, improvements are needed in terms of expanding school partnerships and better preparing participants for teaching in rural and underserved areas. It is recommended that the program include more inclusive placement strategies and enhanced pre-departure training to ensure that participants are fully equipped to meet the challenges of working in diverse educational settings.
References
Abdulla, D. F., Mahmood, O., & Fatah, A. (2019). An Evaluation of Summer Internship Program at KRG Universities: Students’ Perspective. ProEnvironment/ProMediu, 12(39).
Adeosun, O. T., Shittu, A. I., & Owolabi, T. J. (2021). University internship systems and preparation of young people for world of work in the 4th industrial revolution. Rajagiri Management Journal, (ahead-of-print). https://doi.org/10.1108/ramj-01-2021-0005
Andres, S. (2000). The Discrpancy Evaluation Model. " Measurement in Education" No 1 Volume 7. In D. Stufflebeam, Madaus, GF, & T. Kellaghan, Evaluation Model (pp. 1-7). Boston: Kluwer Academic Publisher.
Anjum, S. (2020). Impact of internship programs on professional and personal development of business students: a case study from Pakistan. Future Business Journal, 6(1), 1–13. https://doi.org/10.1186/s43093-019-0007-3
Arikunto, S., & A, C. S. (2009). Evaluasi Program Pendidikan : Pedoman Teoretis Praktis bagi Mahasiswa dan Praktisi Pendidikan . Jakarta: Bumi Aksara.
Arikunto, S., & Safruddin, C. (2004). Evaluasi Program Pendidikan:Pedoman Teoritis Praktis Bagi Praktidi Pendidikan. Jakarta: Bumi Aksara.
Baharudin, M. (2021). Adaptasi Kurikulum MErdeka Belajar Kampus Merdeka (Fokus: Model MBKM Program Studi). Jurnal Studi GUru dan Pembelajaran, Volume 4, No 1, 195-205.
Brown, C., Willett, J., Goldfine, R., & Goldfine, B. (2018). Sport management internships: Recommendations for improving upon experiential learning. Journal of Hospitality, Leisure, Sport and Tourism Education, 22(January), 75–81. https://doi.org/10.1016/j.jhlste.2018.02.001
Direktorat Jenderal Pendidikan Tinggi Kemendikbud RI. (2020). Panduan Merdeka Belajar—Kampus Merdeka. Jakarta: Direktorat Jenderal Pendidikan Tinggi Kemendikbud RI
Gault, J., Redington, J., & Schlager, T. (2000). Undergraduate Business Internships and Career Success: Are They Related? Journal of Marketing Education, 22(1), 45–53. https://doi.org/10.1177/0273475300221006
Handayani, R., Dani, A. A., Zam, T., & Al, Z. (2024). EDUVELOP Exploring the effect of MBKM as a new Curriculum in Indonesia. 7(2), 99–106.
Hong, J.-C., ZHANG, H.-L., YE, J.-H., & YE, J.-N. (2021). THE EFFECTS OF ACADEMIC SELF-EFFICACY ON VOCATIONAL STUDENTS BEHAVIORAL ENGAGEMENT AT SCHOOL AND AT FIRM INTERNSHIPS: A MODEL OF ENGAGEMENT-VALUE OF ACHIEVEMENT MOTIVATION. EDUCATION SCIENCES, 11(387), 1–13. TTPS://DOI.ORG/HTTPS://DOI.ORG/10.3390/EDUCSCI1108038
Jawabri, A. (2017). Exploration of Internship Experience and Satisfaction Leading to Better CareerProspects among Business Students in UAE. American Journal of Educational Research, 5(10), 1065–1079. https://doi.org/10.12691/education-5-10-8
Luo, H., & Yang, C. (2021). Pedagocial Benefits of Chinese-Amaerican Vitual Exchange: A study of student perception. ReCALL, 1-14.
Martin, E. (2021). Perceived Benefits of Participating in an Undergraduate Strength and Conditioning Internship. International Journal of Kinesiology in Higher Education, 5(4), 115–131. ttps://doi.org/10.1080/24711616.2020.1753603
Panjaitan, M. (2021). Development of Multimedia Based Physics Learning MEdia With Instruction Based Computer (CBI) Model. Jurnal Scientia, Volume 9, No 2, 34-40.
Rohmah, W., & Rahmawati. (2012). Pengaruh Kemandirian Belajar dan Persepsi Tentang Komptenesi Keguruan Terhadap Prestasi Akademik Progdi Pendidika Akuntansi. Jurnal Pendidikan Ilmu Sosial , Volume 22, Issue 1, . https://doi.org/10.2317/jpis.v22i1.857, 29-40.
Royse, D., Thyer, A. B., & Padget, K. D. (2010). Program Evaluation: An Introduction. Fifth Edition. Belmont: Wadsworth Cengage Learning.
Salih, S., Gameraddin, M., Kamal, S., Alsadi, M., Tamboul, J., & Alsultan, K. (2019). The readiness for interprofessional education (IPE) in the school setting among the internship students of applied medical sciences at Taibah university. Advances in Medical Education and Practice, 10, 843–848. https://doi.org/10.2147/AMEP.S208870
Sami’an & Premana, A. 2014. Hubungan antara peran guru pamong dan minat mahasiswa menjadi guru dengan prestasi program pengalaman lapangan (PPL) : studi kasus pada mahasiswa Pendidikan Akuntansi FKIP-UMS. Jurnal Pendidikan Ilmu Sosial. 24(1), 47-53.
Samuel, D., Santoso, S., & Cakranegara, A. (2022). Evaluation of the merdeka learning program at merdeka campus with discrepancy evaluation model ( student perspective ). 10(02), 217–222.
Santoso, D., & Cakranegara, P. A. (2022). Evaluation of the merdeka learning program at merdeka campus with discrepancy evaluation model (student perspective). Sean Institute, Volume 10, No 02, 217-222.
Saranto, Mustofa, R., Sari, D., Ulfatun, T., & Gano-an, J. (2023). The Contibution of Kampus Mengajar Program to the Students' Personal Development and Employability, Volume 15 N0 23. Al-Ishlah: Jurnal Pendidikan, 2922-2934.
Siregar, N., Sahirah, R., & Harahap, A. A. (2020). Konsep Kampus Merdeka Belajar di Era Revolusi Industri 4.0. Fitrah: Journal of Islamic Education, Volume 1, No 1; https://doi.org/10.53802/fitrah.v1i1.13, 141-157.
Situmorang, E. (2024). Analysis of Student Perceptions of Teaching Campus Participants. Journal of Science and Research, Volume 5, Issue 1, 50-54.
Steinmetz, A. (1976). 7 . The discrepancy evaluation model. 7(1), 1–7.
Sudjana, D. (2006). Evaluasi Program Pendidikan Luar Biasa. Bandung: PT Remaja Rosdakarya.
Suhartoyo, E., Wailissa, S., Samsia, S., Wati, S., Qomariah, N., Dayanti, E., et al. (2020). Pembelajaran Konstekual dalam mewujudkan merdeka belajar. . JUrnal pembelajaran pemberdayaan masyarakat (JP2M) Volume 1 Issue 3, 2394-2934.
Sukardi. (2011). Evaluasi Pendidikan: Prinsip dan Operasionalnya. Jakarta: Bumi Aksara.
Sonti, N. F., Campbell, L. K., Johnson, M. L., & Daftary-Steel, S. (2016). Long-term outcomes of an urbanfarming internship program. Journal of Experiential Education, 39(3), 269–287.
Tambaip, B. (2023). Implementation of the Independent Campus Learning Policy ” MBKM ” : An Overview from the Perspectives of Students and Lecturers. 7(3), 351–361.
Wahyuningtyas, R., Isynuwardhana, D., Rismayani, R., & Gunawan, I. (2022). The Awareness And Implementation Of Mbkm Program As. 13(November), 231–239. https://doi.org/10.21512/humaniora.v13i3.8382
Wholey, S., Hatry, P. H., & Newcomer, E. K. (2010). HAndbook of Practical Program Evaluation. San Fransisco: Jossey-Bass.
Widoyoko, S. P. (2013). Evaluasi Program Pembelajaran: Panduan Praktis bagi Pendidik dan Calon Pendidik . Yogjakarta: Pustaka Pelajar.
Wirawan. (2011). Evaluasi : Teori, Model, Standar, Aplikasi dan Profesi. Jakarta: Rajawali Press.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
