The evaluation of the programs of gender-responsive school in Yogyakarta

Sudrajat Sudrajat, Saliman Saliman, S. Supardi
{"title":"The evaluation of the programs of gender-responsive school in Yogyakarta","authors":"Sudrajat Sudrajat, Saliman Saliman, S. Supardi","doi":"10.21831/pep.v26i1.47886","DOIUrl":null,"url":null,"abstract":"The research aims to evaluate the implementation of the gender-responsive school program in Yogyakarta. It is a descriptive evaluation using the CIPP (Context, Input, Process, Product) model involving the principal, head of the gender-responsive school program, teachers, employees, and students as the subjects. Data were collected by (1) interviews with principals, teachers, heads of gender-responsive school programs, and students; (2) a study of documentation of various educational activities related to the program. Data were analyzed using a qualitative data analysis model by Miles and Huberman consisting of (1) data collection, (2) data reduction, (3) data display, and (4) data verification/conclusion. The research results can be seen from four aspects: (1) the context in implementing gender-responsive school programs refers to various references, including Presidential Instruction No. 9 of 2000, Regulation of the Minister of National Education of the Republic of Indonesia No. 8 of 2008. (2) The inputs for implementing the gender-responsive school program have met the requirements in terms of human resources (teachers and education staff) and the facilities and infrastructure. Most of the teachers already have adequate knowledge about the program's implementation. An integrated team in school management has planned the facilities and infrastructure. (3) Implementing gender-responsive schools is carried out well by developing school culture and organizing activities inside and outside learning. (4) The product of the gender-responsive school program is the formation of conducive school culture, facilities, and infrastructure that ensure the privacy of both male and female students.","PeriodicalId":33364,"journal":{"name":"Jurnal Penelitian dan Evaluasi Pendidikan","volume":"16 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Jurnal Penelitian dan Evaluasi Pendidikan","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21831/pep.v26i1.47886","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

The research aims to evaluate the implementation of the gender-responsive school program in Yogyakarta. It is a descriptive evaluation using the CIPP (Context, Input, Process, Product) model involving the principal, head of the gender-responsive school program, teachers, employees, and students as the subjects. Data were collected by (1) interviews with principals, teachers, heads of gender-responsive school programs, and students; (2) a study of documentation of various educational activities related to the program. Data were analyzed using a qualitative data analysis model by Miles and Huberman consisting of (1) data collection, (2) data reduction, (3) data display, and (4) data verification/conclusion. The research results can be seen from four aspects: (1) the context in implementing gender-responsive school programs refers to various references, including Presidential Instruction No. 9 of 2000, Regulation of the Minister of National Education of the Republic of Indonesia No. 8 of 2008. (2) The inputs for implementing the gender-responsive school program have met the requirements in terms of human resources (teachers and education staff) and the facilities and infrastructure. Most of the teachers already have adequate knowledge about the program's implementation. An integrated team in school management has planned the facilities and infrastructure. (3) Implementing gender-responsive schools is carried out well by developing school culture and organizing activities inside and outside learning. (4) The product of the gender-responsive school program is the formation of conducive school culture, facilities, and infrastructure that ensure the privacy of both male and female students.
日惹市促进性别平等学校方案评价
这项研究旨在评估日惹促进性别平等学校方案的实施情况。这是一种使用CIPP(上下文、输入、过程、产品)模型的描述性评估,涉及校长、性别敏感学校项目负责人、教师、员工和学生作为主题。数据通过(1)对校长、教师、性别促进学校项目负责人和学生的访谈收集;(2)研究与该计划有关的各种教育活动的文件。数据分析采用Miles和Huberman的定性数据分析模型,包括(1)数据收集,(2)数据约简,(3)数据显示,(4)数据验证/结论。研究结果可以从四个方面看出:(1)实施性别促进学校方案的背景参考了各种参考资料,包括2000年第9号总统指示,2008年第8号印度尼西亚共和国国家教育部长条例。(2)实施促进性别平等学校方案的投入在人力资源(教师和教育人员)和设施和基础设施方面满足了要求。大多数教师已经对该计划的实施有足够的了解。学校管理的综合团队规划了设施和基础设施。(3)通过发展学校文化,组织学习内外活动,落实性别平等学校。(4)性别平等学校项目的成果是形成有利的学校文化、设施和基础设施,确保男女学生的隐私。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
审稿时长
14 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信