Program Evaluation on Tutor Training at Open University

The goal of this evaluation research on the Open University Tutor Training Program is to measure the worth of the program whether or not the program is successful to make the tutor in Universitas Terbuka professional in doing their duties in Tutorial Tatap Muka (TTM) or face to Face Tutorial. This evaluation reserach applied the CIPP model of Stufflebeam which was combined with the 3 Dimensions Cube Model of Hammond. The study concluded that: (1) the objective of the program had been initiated based on the tutors\u27 needs, the instructional analysis, and the poilcies taken out by the institution, (2) the training program had been arranged so that it could reach the objectives which were made. The training program also featured procedures and strategyc training activities  though the training assignment draft was still on the process to gain its perfectness based on the participants\u27 competencies, (3) The training program had been implemented based on the training program concept which had been decided. However, some elements in the training program still had to be optimized in order to cover all the training materials, and (4) the result of the training program was it succeeded to gain the level of the participants\u27 ability. The result concluded that the training program gave contribution to participants experiements in the materials given

PROGRAM PELATIHAN TUTOR UNIVERSITAS TERBUKA

The goal of this evaluation research on the Open University Tutor Training Program is to measure the worth of the program whether or not the program is successful to make the tutor in Universitas Terbuka professional in doing their duties in Tutorial Tatap Muka (TTM) or face to Face Tutorial. This evaluation reserach applied the CIPP model of Stufflebeam which was combined with the 3 Dimensions Cube Model of Hammond. The study concluded that: (1) the objective of the program had been initiated based on the tutors’ needs, the instructional analysis, and the poilcies taken out by the institution, (2) the training program had been arranged so that it could reach the objectives which were made. The training program also featured procedures and strategyc training activities  though the training assignment draft was still on the process to gain its perfectness based on the participants’ competencies, (3) The training program had been implemented based on the training program concept which had been decided. However, some elements in the training program still had to be optimized in order to cover all the training materials, and (4) the result of the training program was it succeeded to gain the level of the participants’ ability. The result concluded that the training program gave contribution to participants experiements in the materials given.Tujuan  evaluasi Program Pelatihan Tutor-Universitas Terbuka (UT)  adalah  untuk menilai sejauhmana Program Pelatihan Tutor-UT  berhasil mempersiapkan peserta untuk menjadi tutor UT yang profesional  dalam  melaksanakan kegiatan Tutorial Tatap Muka (TTM). Evaluasi ini menerapkan model evaluasi CIPP (Stufflebeam) yang dikombinasikan dengan Kubus 3 Dimensi (Hammond). Kesimpulan dari studi ini adalah: 1) tujuan program pelatihan telah dirumuskan berdasarkan kebutuhan tutor, analisis instruksional, dan mengacu  kepada kebijakan, 2) program pelatihan dirancang sesuai dengan tujuan yang telah dirumuskan, menggambarkan suatu prosedur dan strategi aktivitas pelatihan namun rancangan tugas pelatihan  masih harus disempurnakan sesuai dengan kelengkapan kompetensi peserta, 3) program pelatihan telah diimplementasikan sesuai dengan rancangan program pelatihan tutor-UT, namun ada beberapa komponen program pelatihan yang masih perlu dioptimalkan dalam membahas seluruh materi, dan 4) hasil dari program pelatihan adalah pencapaian kemampuan peserta dan dapat disimpulkan bahwa program pelatihan tutor-UT memberikan pengalaman belajar kepada peserta selama peserta mengikuti program tersebut

Differences in Profile and Personal Learning of Massive Open Online Courses (MOOCs) Participants in Utilizing Open Educational Resources (OER) and Parenting Programs

Massive Open Online Courses (MOOCs) at the Indonesian Open University are independent learning tools that provide the opportunity to introduce the University to the wider community by providing quality knowledge for free. This research aims to describe the Indonesian Open University's efforts to provide solutions to limited access and quality of education by providing various free courses to the wider community through MOOCs which are open and can be attended by an unlimited number of participants. This survey study uses a modified Self-Regulated Learning (SRL) questionnaire, adapted to the profile of the community as participants and the characteristics of the Open University (UT') MOOCs program. In 2023, UT offers 23 MOOC titles, but this research limited it to only two MOOCs, Open Educational Resources (OER) with 56 participants and Parenting with 73 participants (129 teachers and parents of early childhood). This research revealed two MOOCs in real life which were analyzed using the Mann-Whitney U test to see whether there were differences in the answers between respondents who took part in the OER MOOCS and the answers of respondents who took part in the MOOCS parenting program. Apart from that, UT's MOOCs currently still use Indonesian considering that currently they are specifically for Indonesian people. UT MOOCs were developed using an open-source platform (Moodle) considering that previously lecturers and tutors had used similar platforms for their formal courses. Keywords: self-directed learning, Massive Open Online Courses, parenting program, early childhood References: Aldowah, H., Al-Samarraie, H., Alzahrani, A. I., & Alalwan, N. (2020). Factors affecting student dropout in MOOCs: A cause and effect decision‐making model. Journal of Computing in Higher Education, 32(2), 429–454. https://doi.org/10.1007/s12528-019-09241-y Al-Emran, M., Mezhuyev, V., Kamaludin, A., & Shaalan, K. (2018). The impact of knowledge management processes on information systems: A systematic review. International Journal of Information Management, 43, 173–187. https://doi.org/10.1016/j.ijinfomgt.2018.08.001 Ali, Z., Gongbing, B., & Mehreen, A. (2018). Understanding and predicting academic performance through cloud computing adoption: A perspective of technology acceptance model. Journal of Computers in Education, 5(3), 297–327. https://doi.org/10.1007/s40692-018-0114-0 Al-Rahmi, W. M., Yahaya, N., Alamri, M. M., Alyoussef, I. Y., Al-Rahmi, A. M., & Kamin, Y. B. (2021). Integrating innovation diffusion theory with technology acceptance model: Supporting students’ attitude towards using a massive open online course (MOOCs) systems. Interactive Learning Environments, 29(8), 1380–1392. https://doi.org/10.1080/10494820.2019.1629599 Arpaci, I. (2019). A hybrid modeling approach for predicting the educational use of mobile cloud computing services in higher education. Computers in Human Behavior, 90, 181–187. https://doi.org/10.1016/j.chb.2018.09.005 Burd, E. L., Smith, S. P., & Reisman, S. (2015). Exploring Business Models for MOOCs in Higher Education. Innovative Higher Education, 40(1), 37–49. https://doi.org/10.1007/s10755-014-9297-0 Chong, A. Y.-L., Chan, F. T. S., Goh, M., & Tiwari, M. K. (2013). Do interorganisational relationships and knowledge-management practices enhance collaborative commerce adoption? International Journal of Production Research, 51(7), 2006–2018. https://doi.org/10.1080/00207543.2012.701776 Cohen, L., & Magen-Nagar, N. (2016). Self-Regulated Learning and a Sense of Achievement in MOOCs Among High School Science and Technology Students. American Journal of Distance Education, 30(2), 68–79. https://doi.org/10.1080/08923647.2016.1155905 Corrado, R., Pretorius, E., & van der Westhuizen, G. (2021). Undergraduate Students’ Experiences of the Use of MOOCs for Learning at a Cambodian University. Education Sciences, 11(7). https://doi.org/10.3390/educsci11070336 Dai, H. M., Teo, T., & Rappa, N. A. (2020). Understanding continuance intention among MOOC participants: The role of habit and MOOC performance. Computers in Human Behavior, 112, 106455. https://doi.org/10.1016/j.chb.2020.106455 de Freitas, S. I., Morgan, J., & Gibson, D. (2015). Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision. British Journal of Educational Technology, 46(3), 455–471. https://doi.org/10.1111/bjet.12268 Gardner, J., & Brooks, C. (2018). Student success prediction in MOOCs. User Modeling and User-Adapted Interaction, 28(2), 127–203. https://doi.org/10.1007/s11257-018-9203-z Hsu, R. L.-W. (2021). A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints. Sustainability, 13(5). https://doi.org/10.3390/su13052577 Janelli, M., & Lipnevich, A. A. (2021). Effects of pre-tests and feedback on performance outcomes and persistence in Massive Open Online Courses. Computers & Education, 161, 104076. https://doi.org/10.1016/j.compedu.2020.104076 Ma, L., & Lee, C. S. (2020). Drivers and barriers to MOOC adoption: Perspectives from adopters and non-adopters. Online Information Review, 44(3), 671–684. https://doi.org/10.1108/OIR-06-2019-0203 Magen-Nagar, N., & Cohen, L. (2017). Learning strategies as a mediator for motivation and a sense of achievement among students who study in MOOCs. Education and Information Technologies, 22(3), 1271–1290. https://doi.org/10.1007/s10639-016-9492-y Moore, R. L., & Wang, C. (2021). Influence of learner motivational dispositions on MOOC completion. Journal of Computing in Higher Education, 33(1), 121–134. https://doi.org/10.1007/s12528-020-09258-8 Rambe, P., & Moeti, M. (2017). Disrupting and democratising higher education provision or entrenching academic elitism: Towards a model of MOOCs adoption at African universities. Educational Technology Research and Development, 65(3), 631–651. https://doi.org/10.1007/s11423-016-9500-3 Reparaz, C., Aznárez-Sanado, M., & Mendoza, G. (2020). Self-regulation of learning and MOOC retention. Computers in Human Behavior, 111, 106423. https://doi.org/10.1016/j.chb.2020.106423 Singh, A., & Sharma, A. (2021). Acceptance of MOOCs as an alternative for internship for management students during COVID-19 pandemic: An Indian perspective. International Journal of Educational Management, 35(6), 1231–1244. https://doi.org/10.1108/IJEM-03-2021-0085 Wei, X., Saab, N., & Admiraal, W. (2021). Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: A systematic literature review. Computers & Education, 163, 104097. https://doi.org/10.1016/j.compedu.2020.10409

Penemuan Pola Belajar Mandiri Mahasiswa PTJJ Melalui Kajian Aktivitas Belajar (Studi Pada Mahasiswa PGPAUD UT Dengan Menggunakan Jurnal Belajar)(Studi Pada Mahasiswa PGPAUD UT Dengan Menggunakan Jurnal Belajar)

Penelitian ini bertujuan untuk menemukan pola belajar mahasiswa pada pendidikan tinggi jarak jauh. Metode penelitian adalah kualitatif dengan menggunakan instrument berupa kuesioner, jurnal belajar, wawancara dan observasi. Subjek penelitian adalah mahasiswa Si PGPAUD pada UPBJJ-UT Jakarta kelompok belajar Pondok Pinang yang berada pada semester Sembilan. Penelitian dilaksanakan sejak Maret hingga Desember 2013. Data yang terkumpul dianalisis secara deskriptif kualitatif dengan mereduksi data yang tidak layak untuk dianalisis. Hasil analisis kemudian dipaparkan secara deskriptif hingga ditemukan pola belajar yang ingin diketahui. Hasil penelitian menunjukkan bahwa mahasiswa PGPAUD pada PTJJ Khususnya UT adalah seorang yang berusia antara 28 – 52 tahun, sibuk dan memiliki peran ganda sehingga untuk melakukan aktivitas belajar mereka harus menyusun jadwal yang ketat. Gaya belajar yang muncul meliputi tidak berkompetisi, kolaborasi, avoidan, partisipasi, ketergantungan dan kebebasan. Semua tipe gaya belajar ini terjadi secara sistemin dimana gaya yang satu mengarah dan memengaruhi gaya belajar lainnya. Pola belajar terbentuk melalui kebiasaan belajar yang dilakukan mahasiswa secara rutin. Pola belajar ini meliputi penyusunan jadwal yang ketat pada pelaksanaan tutorial tatap muka dan belajar online yang membutuhkan interaksi antar teman. Gangguan belajar yang dihadapi pada TTM adalah kesulitan dalam membagi waktu dan pada belajar online adalah tidak ada jaringan internet. Rekomendasi yang diberikan adalah program belajar jarak jauh sebaiknya memperhatikan karakteristik mahasiswanya dan layanan bantuan belajar lebih dioptimalkan serta materi dalam website lebih ditingkatkan keluasan dan kedalamannya serta dipermudah aksesnya

Online Training To Enable Online Tutors: Experience of Universitas Terbuka, Indonesia

This study aims to look at the effectiveness of Open University online tutor training. The competencies that must be achieved by trainees are being able to plan, implement and evaluate student learning outcomes in online tutorials (administrative, learning design, facilitation, evaluation and technical aspects). Training participants are trained online for 1 week to achieve these competencies. The research data was obtained through analysis of the training participants 'activities on the etraining.ut.ac.id website, tutors' self-perception questionnaire after carrying out online learning and tutor activity data on elearning.ut.ac.id website. The results of the data analysis of tutor activities during online training showed that the training helped tutors in implementing 3 aspects of online learning in the classroom (administrative, design and technical). While the other 2 aspects (facilitation and evaluation) are obtained after the participants have served in the real tutorial class. This research shows that tutors still need guidance, enrichment and strengthening as tutors to produce better performance in guiding students. The recommendations that emerged from this study were that there was a need to improve the Open University online tutoring training strategy in the future

PENGUATAN DESA WISATA DAN OPTIMALISASI UMKM MELALUI PENINGKATAN KUALITAS MANAJEMEN MASYARAKAT KEPULAUAN SERIBU

Pulau Harapan is one of the villages in the Thousand Islands Regency. Pulau Harapan Baru sub-district is the northernmost sub-district and consists of the 33 islands, 4 islands are inhabited by residents, 11 islands are nature reserves, 10 are tourism islands, and 5 forestry islands. Harapan Island is widely known by both local and and 5 forestry islands. Harapan Island is widely known by both local and tourists foreign. This is evident from the large number of tourists, especially local tourists who travel every holiday to Pulau Seribu. According to data from the Tourism Awareness Group, approximately 2,000 local tourists and domestic come to Harapan Island every Saturday-Sunday. They arrived at Harapan Island Saturday morning from Jakarta (Marina Ancol or Kali Adem, Muara Angke), then by fishing boats spread to several islands for tours, especially for diving or snockling, then in the afternoon back to stay and Sunday afternoon back to Jakarta. So many tourists, currently on Harapan Island only stay and eat. With the presence of community service from the Open University for strengthening and optimizing MSMEs so that tourists stay longer, do shopping, and lots of activity. For this reason, UT conducts community service with the Harapan Islands Village Head Partner developing human resources (Teachers and Tourism Awareness Groups) training on the use of ICT, then to Darma Wanita and Majelis Taklim for making fish balls. Results from Pk Mini makes teachers teach more professionally and based on potential and wisdom local, tourism-aware groups that understand tourism management by utilizing technology especially in the promotion and manufacture of souvenirs, as well as culinary emergence made from fish which is favored by tourists. Thus, tourists a lot shop on Harapan Island and improve the welfare of the community in Harapan Island Village ABSTRAKPulau Harapan Baru merupakan salah satu kelurahan di Kabupaten Kepulauan Seribu. Kelurahan Pulau Harapan Baru posisinya kelurahan paling utara dan terdiri dari 33 pulau. Dari 33 pulau tersebut 4 pulau dihuni penduduk, 11 pulau sebagai cagar alam 10 pulau pariwisata, dan 5 pulau kehutanan. Pulau harapan sudah banyak dikenal oleh wisatawan baik lokal maupun asing. Hal ini terbukti banyaknya wisatawan terutama lokal yang setiap hari libur berwisata ke Pulau Harapan. Menurut data dari Kelompok Sadar Wisata, kurang lebih 2000 wisatawan lokal dan domestik datang ke Pulau Harapan setiap Sabtu-Minggu. Wisatawan tersebut datang di Pulau Harapan Sabtu pagi dari Jakarta (Marina Ancol atau Kali Adem, Muara Angke), kemudian dengan perahu nelayan menyebar ke beberapa pulau untuk berwisata terutama untuk diving atau snockling, kemudian sorenya kembali untuk menginap dan Minggu siang kembali ke Jakarta. Begitu banyaknya wisatawan tersebut, saat ini di Pulau Harapan hanya menginap dan makan. Dengan kehadiran pengabdian kepada Masyarakat (PKM) dari Universitas Terbuka untuk menguatkan dan optimalisasi UMKM agar wisatawan tinggal lebih lama, melakukan belanja, dan banyak aktivitas. Oleh karena itu Universitas Terbuka melakukan PKM dengan Mitra Lurah Kepulauan Harapan mengembangkan SDM (Guru dan Kelompok Sadar Wisata) pelatihan pemanfaatan TIK, kemudian kepada Darma Wanita dan kelompok majelis taklim pembuatan bakso ikan. Hasil dari PKM ini mampu menghasilkan guru yang professional dan berbasis potensi serta kearifan lokal. Selain itu, kelompok sadar wisata yang memahami pengelolaan wisata dengan memanfaatkan teknologi terutama dalam promosi dan pembuatan cideramata, serta munculnya kuliner berbahan dasar ikan yang digemari oleh wisatawan. Dengan demikian, wisatawan banyak berbelanja di Pulau Tidung dan Pulau Pramuka sehingga mensejahterakan masyarakat di Kelurahan Pulau Harapan.Kata kunci: Penguatan Desa Wisata, Optimalisasi UMKM, Peningkatan Kualitas, manajemen masyarakat, dan Kepulauan Serib

Pengembangan Model Sistem Pembelajaran Hybrid Learning Berbasis Video Conference Dalam Metode Penelitian Bahan Ajar Universitas Terbuka

Langkah yang dilakukan dalam penelitian dan pengembangan Model Sistem Pembelajaran Hybrid Learning Berbasis Video Conference dalam Metode Penelitian BA UT, adalah melakukan: 1). Analisis kebutuhan, 2). Merumuskan tujuan program pembelajaran, 3). Analisis instruksional, 4). Analisis peserta dan sarana prasarana, 5). Merumuskan tujuan khusus, 6). Mengembangkan instrumen penilaian, 7). Mengembangkan silabus dan strategi program pembelajaran, 8). Menyusun bahan tercetak dan digital, dan 9). Evaluasi formatif, sehingga pada akhirnya menghasilkan suatu Model Sistem Pembelajaran. Pada setiap langkah penelitian dan pengembangan, akan dilakukan pengumpulan data, perekaman, dokumentasi, pencatatan, dan survey. Evaluasi formatif, akan dilakukan melalui kegiatan pembelajaran dengan 6 – 8 UPBJJ sebagai peserta vicon, dan jumlah peserta sebanyak 40 orang. Hasil dari penelitian ini adalah berupa rekomendasi tentang penerapan model sistem pembelajaran hybrid learning berbasis video conference dalam upaya memberi layanan bantuan belajar bagi siapapun dalam program belajar jarak jauh, sekaligus untuk menunjang Rencana Induk Penelitian (RIP) PTJJ

The Development Of Hybrid Learning System Model In Academic Training Program On Instructional Materials Research

research on instructional materials in Universitas Terbuka (UT). A research and development (R and D) method was used to develop the hybrid learning model. The R and D method consists of several systematic and holistic steps such as: (1) conducting needs analysis; (2) establishing instructional goal; (3) implementing instructional analysis; (4) analyzing trainees and setting; (5) establishing instructional objectives; (6) developing assessment instruments: (7) developing a syllabus and instructional strategy; (8) developing learning materials; (9) conducting a formative evaluation. This study was motivated by the expectation of the UT’s lectures ability in researching instructional materials. UT has Lecturers who are in 37 UT’s Regional Offices. UT have facilities adequate support for the implementation of distance learning. One of the facilities and infrastructure that can support distance learning in UT is its network, space, tools, and resources that enable humans to communicate using video conferencing. Video conference facilities were used to deliver the Academic Training Program of Instructional Materials Research to the lecturers who stay in UT Regional Offices. Research and Development to optimize the use of video conferencing for learning programs, and to find a model of learning systems. This model of learning system called Hybrid Learning, because learning is designed to implement the distance and face to face system. The materials presentation conducted in distance learning via video conferencing. Consultation, completion of tasks, and training outcomes assessment carried out face to face is guided by facilitators in the regional offices. At the step of the research and development, we conducted data collection, recording, documentation, record keeping, and surveys. Formative evaluation will be done through learning activities at 8 Regional Officies video conference participants, and the number of participants is 40 lectures. The result of the study reveals that the use of a hybrid model learning system was recommended conducting a training program for the participants who live in UT’s Regional Offices

PEMBERDAYAAN MASYARAKAT DALAM UPAYA PENCEGAHAN PENYEBARAN COVID-19 DENGAN PENERAPAN TEKNOLOGI TEPAT GUNA DI AREA BERMAIN BALITA LINGKUNGAN RW 014 KELURAHAN SERUA, CIPUTAT

Memasuki era Kebiasaan Baru (New normal) ini, aktivitas masyarakat perlahan kembali seperti sebelum pandemi dengan syarat protokol kesehatan harus selalu diperhatikan, dijalankan, dan ditaati. Para balita yang sudah mulai bosan bermain di dalam rumah, ingin bermain di luar rumah. Namun lingkungan pemukiman rumah belum mendukung dikarenaka tidak tersedia arena bermain yang dapat menjadi wahana bagi balita untuk bermain sambil belajar, belajar bergaul dengan kawan sebaya, belajar berinteraksi dengan kawan sebaya sambil menggunakan sarana/alat permainan, dan belajar mandiri dalam bermain sambil diawasi Ayah, Bunda, atau Pengasuh. Melalui Program Pengabdian Masyarakat ini, tim mencoba untuk membantu masyarakat mewujudkan kebutuhan akan ruang bermain anak yang dilengkapi dengan fasilitas penunjang protokol Kesehatan untuk mencegah Penyebaran Covid-19 yang ramah lingkungan dan ramah penyandang disabilitas berupa tempat cuci tangan otomatis (Touch less) bertenaga surya. Selain membantu dalam menyediakan alat teknologi  tepat guna tersebut, Pengabdian kepada Masyarakat ini juga akan melakukan sosialisasi mengenai protokol kesehatan dan pentingnya waktu bermain kepada anak-anak dan orang tua di lingkungan RW 014 Bukit Nusa Indah, Kelurahan Serua, Ciputat, Kota Tangerang Selatan

Laporan Penelitian “Pengembangan Sistem Monitoring UT Green University

Green campus dilatarbelakangi oleh lingkungan kampus yang diharapkan menjadi tempat yang nyaman, bersih, teduh, indah, dan sehat untuk menimba ilmu pengetahuan, serta penggunaan sumber daya yang efisien. Sejak 2010 Universitas Terbuka (UT) telah menyadari pentingnya untuk ikut andil dalam mengatasi permasalahan lingkungan dengan mencanangkan slogan UT Go Green. Kebutuhan informasi secara realtime dan on-line saat ini diperlukan untuk melakukan tindakan cepat dan tepat sesuai kebutuhan dalam menentukan keputusan penting dan strategis. Pengambilan keputusan berdasarkan data menjadi hal yang sangat penting bagi UT di era digital ini. Keberadaan Sistem Monitoring UT Green University diperlukan untuk menjamin tingkat akurasi data dan kondisi yang sebenarnya, sehingga memberikan kemudahan bagi para pimpinan universitas untuk menetapkan kebijakan. Penelitian ini menggunakan metode pengembangan prototyping. Metode prototype merupakan pengembangan yang cepat dan pengujian terhadap model kerja (prototype) dari aplikasi baru melalui proses interaksi dan berulang-ulang yang biasa digunakan oleh ahli sistem informasi dan ahli bisnis. Metode pengumpulan data yang digunakan pada penelitian ini terdiri dari data primer dan sekunder. Observasi dilakukan di Kantor UT Pusat dengan melakukan pengamatan pada setiap atribut yang ada pada UI Green Metric. Pengembangan sistem monitoring UTGU tertuang dalam 3 tahapan berjalan. Tahap pertama, perumusan Universitas Terbuka sebagai Green Campus yang termuat dalam Rencana Strategis UTGU 2022-2025. Tahap kedua, identifikasi dan invetarisasi kebutuhan data UTGU yang terdiri dari 6 kriteria dan indikator. Desain sistem mulai dikembangkan sebagai pondasi pembentukan prototipe sistem monitoring UT Green University pada tahun ketiga berjalan. Penelitian yang diusulkan ini memiliki keterkaitan erat dengan Rencana Induk Penelitian Universitas Terbuka Tahun 2021 – 2025 pada isu strategis Pengembangan infrastruktur, sistem dan platform untuk mendukung penyelenggaraan PJJ