Strategi Evaluasi Program Perkuliahan Biologi Berbasis Blended Learning

Muhammad Syaipul Hayat, Erwin Erwin, Irvan Permana

Abstract


Paradigma pendidikan pada abad 21 telah mengalami pergeseran, salah satu komponen pentingnya adalah tolls for working dalam pembelajaran harus berorientasi pada information literacy dan ICT literacy. Atas dasar hal tersebut, dalam pembelajaran/ perkuliahan khususnya biologi diperlukan adanya integrasi penggunaan teknologi. Blended learning adalah salah satu program perkuliahan yang dapat diterapkan untuk mengadaptasikan kompetensi abad 21. Tujuan implementasi program perkuliahan biologi berbasis blended learning adalah untuk meningkatkan penguasaan konsep mahasiswa melalui kemudahan akses informasi; melatih higher order tinking skills mahasiswa (berpikir kritis, kreatif, pemecahan masalah, komunikasi dan argumentasi); melatih literasi mahasiswa, terutama literasi ICT yang digunakan dalam perkuliahan. Dalam implementasi program tersebut diperlukan strategi evaluasi yang tepat, agar pelaksanaannya dapat dimonitoring dan dievaluasi dengan baik. Model CIPP (contect, input, process dan product) merupakan strategi evaluasi yang relevan, karena memiliki relevansi karakteristik antara model CIPP dengan program yang dirancang. Program perkuliahan blended learning dievaluasi secara komprehensif dengan model evaluasi CIPP, mulai dari kesiapan pra pelaksanaan program, pelaksanaan, hingga diperoleh produk. Hasil evaluasi dari program ini dijadikan sebagai rekomendasi bagi pemangku kebijakan untuk mengambil keputusan terhadap keberlanjutan program yang dirancang.

 

Evaluation Strategy of Biology Course Program Based on Blended Learning. The educational paradigm of the 21st century has been shifting, one of the important components is tools for working in learning must be oriented to information literacy and ICT literacy. On the basis of this, in the learning/ lectures, especially biology required the integration of the use of technology. Blended learning is one of the course programs that can be applied to adopt 21st-century competency. The purpose of the implementation of biology course program based on blended learning is to improve students' mastery of the concept through ease of access to information; training higher order thinking skills of students (critical thinking, creative, problem solving, communication and argumentation); train student literacy, especially ICT literacy used in lectures. In the implementation of the program requires appropriate evaluation strategy, so that its implementation can be monitored and evaluated properly. The CIPP model (Context, Input, Process, and Product) is a relevant evaluation strategy because it has characteristic relevance between the CIPP model and the designed program. Blended learning lecture program is evaluated comprehensively with CIPP evaluation model, ranging from pre-program preparation, implementation, to the product. The results of the evaluation of this program serve as a recommendation for stakeholders to make decisions on the sustainability of the designed program.


Keywords


biology course program; blended learning; CIPP evaluation model; literasi ICT

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References


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DOI: http://dx.doi.org/10.26555/bioedukatika.v5i2.7292

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