Evaluation of Teaching Material PPG SM3T Program in Civil

Engineering

Yose Fajar Pratama, M. Giatman, Rusnardi Rahmat Putra, and Nurhasan Syah

Faculity of Engineering, Padang State University, Jl. Prof. Dr. Hamka Air Tawar, Padang, Indonesia

Keywords: Evaluation, Teaching Material, PPG SM3T, Civil Engineering Education, Universitas Negeri Padang

Abstract: This research is a research evaluation of the teaching materials of PPG SM-3T Program in civil Engineering

education. The background of the evaluation is because only 11.7% of participants passed the competency

exam. The result of interview with several lectures in PPG SM3T program, was found the teaching material

has weakness, such as, the material no up to date, not source from trust sources and the print quality very

poor. The standard evaluation teaching material use standard from Kemenristekdiki, with 4 components such

as content feasibility, completeness feasibility, language feasibility, and graph feasibility. The evaluation

research model use discrepancy which compares standard and condition of teaching material PPG SM3T

Program. In research use instrument validation by expert and for evaluation teaching material use expert from

civil engineering and Indonesia language expert. The result of teaching material plumbing construction, on

content feasibility is less, completeness feasibility is less, language feasibility good and graphs feasibility is

less. The result evaluation teaching material concrete construction, on content feasibility is very little,

completeness feasibility is very little, language feasibility very little and graphs feasibility is very little.

1 INTRODUCTION

Education problems in Terdepan, Terluar and

Tertinggal (3T) by Adlim (2016:59), is the lack of

teachers, differences in the quality of education, very

poor educational facilities. Indonesian government

resolves the education problems in (3T) by

implementing the Sarjana Mendidik di daerah 3T

(SM3T). after participants implement the SM3T

program, participant can continue to Pendidikan

Profesi Guru SM3T (PPG SM3T) program for one

year.

Republic of Indonesia Law No. 14 of 2005

explains the importance of pedagogical, professional,

social and personality competencies for teachers and

PPG SM3T participants. Pedagogical competence is

the teacher's preparation before learning, and how to

evaluate learning. Professional competence is the

ability of teachers to master subject matter in their

field of study. Social competence is related to the

ability of teachers to communicate, interact and adapt.

Personality competence includes norms, law and

ethics that apply in society.

Universitas Ngeri Padang is one of the

universities implementing the PPG SM3T program.

Data from SM3T UNP and Belmawa Ristekdikt

website shows the number of participants is 206

people. The Result Ujian Kompetensi Nasional

Mahasiswa Pendidikan Profesi Guru (UKMPPG) in

Universitas Negeri Padang only 41.2% or 85 people

graduated. Table 1 show the number of participants

who graduated from PPG SM3T program.

Table 1: Number of participants and percentage of

graduates.

Study program

Number of

participants

Number of

participants

who pass the

exam

Pendidikan

Kimia

7.14

Pendidikan

Bahasa Inggris

18.1

Pendidikan

Geografi

Pendidikan

Biologi

100

Pendidikan

Fisika

61.1

Pratama, Y., Giatman, M., Putra, R. and Syah, N.

Evaluation of Teaching Material PPG SM3T Program in Civil Engineering.

DOI: 10.5220/0009002705170523

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 517-523

ISBN: 978-989-758-405-3

517

Pendidikan

Teknik

Bangunan

(PTB)

11.7

Pendidikan

Jasmani,

Kesehatan &

Rekreasi

Pendidikan

Anak Usia Dini

76.9

Pendidikan

Pancasila dan

Kewarganegara

Pendidikan

Matematika

23.5

Bimbingan dan

Konseling (BK)

6.66

Pendidikan

Guru Sekolah

Dasar (PGSD)*

Pendidikan

Bahasa

Indonesia

88.2

Jumlah

206

41.2

Table 1, show the number of participat PPG SM-3T

program in Padang State University in 2017. The

education study program whose participants

graduated 100% was only a biology education. While

the study program with the percentage of the least

number of graduation is the education study program

of Pancasila Citizenship and geography education.

Especially for the building engineering education

study program, the number of participants in the PPG

SM-3T building engineering education program that

was declared passed was only 2 out of 17 participants.

Interview result with lecture in PPG SM3T, found a

few things. first, teaching material have never

evaluated. Second, content teaching material have

never updated. Result of observation in PPG SM3T

program found the teaching material is less appealing

to users, it is evidenced by the design of the cover,

and the placement of images that do not support the

explanation of the material.

A teaching material according to Prastowo

(2012:17) is a systematic set of information or

materials that contains competencies that must be

mastered by users of the teaching materials. M.

Muhammadi (2014:1149) teaching materials is an

element of universal teaching and there is no learning

situation without teaching materials. The Division of

Teaching Materials Asep Herry (2012:5) divides

printed materials in several types, such as handouts,

textbooks and modules.

Opinion of Kelik Purwanto (2017:193) The

Handout is a compact, clear and easy to understand

printed teaching material that contains the learning

points. While the textbook according to Sitepu

(2012:21) is a teaching material that must be learned

by learners according to the level of education. The

definition of a module according to Depdiknas

(2008:3) is a learning goal that aims to help the users

to learn independently, with the principles of goal

oriented, Self-instruction, continuous programs, self-

contained, cross referencing, selt evaluation.

Kemenristekdi (2017) and Masnur Muslich

(2014:200), teaching material must have four aspect.

First content feasibility, completeness, language

feasibility, and graph feasibility. Masnur Muslich

(2014:201), content feasibility is the suitability of the

description of the material with the standards

competence must be mastered by the user, the

accuracy and depth of the material and supporting

material of teaching material. The component of

material suitability is a match between the

competency standard that must be mastered with the

material of teaching materials. The accuracy and

depth of the material is directed at the accuracy of the

principles, concepts, and illustrations contained in the

teaching material, while the supporting material of

teaching material covers the suitability of the material

with technological developments, the recency of

features and fostering creativity of the users of

teaching materials

Completeness feasibility consists of three

components that must be have, the first, teaching

materials must be systematic, and have a balance

between chapters. Both teaching materials are

equipped with examples of questions and exercises

that strengthen understanding of concepts or

principles. The completeness aspect of the teaching

material presentation has a summary that is presented

at the end of each chapter.

The feasibility of the language of teaching

materials is reviewed from three indicators namely

suitability to the level of education of the users of

teaching materials, communicativeness and

wrangling or integration of the flow of thought. The

graph feasibility of teaching material graphic consists

of a leather design consisting of layout, typography

and use of letters. The design of the contents of the

book consists of the use of colors, layout of images,

and completeness of the layout.

Based on these conditions, the researchers have

evaluated the teaching material PPG SM3T Program

to be reviewed from content, completeness, graphic,

and language feasibility.

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2 RESEARCH METHOD

This type of research is mixed methods with an

unbalanced mixture. The Quantitive method is more

dominant than qualitative method. Quantitive data is

the result of the evaluation of teaching material used

as primary data and collected by questionnaire.

Qualitative Data is collected through interviews and

observations. The instrument has been validated by

expert. The formula to calculate the validity uses

Aiken`s V coefficient.

V =

∑

S/[n

(

c − 1

)

] (1)

S = r-lo.

r = The number given by the judge.

lo = Lowest validity assessment numbers.

n = Number of votes.

C = Highest validity assessment figures.

Table 2: Result of validation by experts

Indicators

V Value

V Index

Category

90%-100%

Excellent

80%-89%

Good

65%-79%

Enough

55%-64%

Less

0%-54%

Very little

3 RESULT & DISCUSSION

3.1 Qualitative

Result the interview with 10 lectures in PPG SM3T

program, found several things, First, lecture used

teaching material to achieve the competency of PPG

SM3T. Second he quality of the contents and graphics

of teaching materials need to be improved, especially

on information updates and good print quality. Fourth

the teaching material is accordance with the lattice

exam.

3.2 Quantitative

The result of the evaluation of teaching material PPG

SM-3T program in building Engineering education

for plumbing construction, wood construction and

concreate construction is are as follows.

3.2.1 Plumbing Construction

The results of the evaluation of the teaching materials

of plumbing construction by experts can be seen in

table 4.

Evaluation of Teaching Material PPG SM3T Program in Civil Engineering

519

Table 4: Evaluation result by experts

Feasibility

Achievemen

t (%)

Categor

Discrepanc

(%)

Content

63.0

Less

Completenes

57.8

Less

42.2

Language

83.0

Good

Graphs

51.9

Very

little

48.1

From the table 4 can be see the plumbing

construction material from the content feasibility in

category less with discrepancy 37%. The

completeness feasibility is less category with

discrepancy 42,2%. Language feasibility in category

good, with discrepancy 17%. Graphic feasibility in

very little category, with discrepancy 48.1%. To more

clearly evaluate the result of the evaluation plumbing

construction can see in figure 2.

Figure 2: Content Feasibility

In Figure 2, it can be seen item number 1, 2 and 9

got the lowest from the experts. The item measures

the basic competencies contained in the teaching

materials as well as the clarity of concepts, formulas

and procedures that the teaching materials are used

for, while other items are in sufficient categories.

Plumbing teaching material still use SNI 03-7565-

2005, while there is now SNI 8153-2015. One of

difference SNI 03-7565-2005 whit SNI-8153-2015 is,

in SNI 8153-2015 not explain type of equipment use

in plumbing work, whereas at SNI-8153-2015 it is

explained.

The completeness feasibility teaching material

plumbing construction can see in figure 3.

Figure 3. Completeness Feasibility

Based on Figure 3, educational evaluation

teaching materials are very well-served and very

good. It can be seen in items 1 and 2. The three

experts give scores 5 and 4. But in items No 3, 4, 5,

and 8 feasibility of the presentation is in the category

of less once. The cause of this is that the teaching

material does not come with photographs or images

and has no examples of questions, exercises, answers

keys, and conclusions in each chapter. In figure 4

show the plumbing teaching material not have task

list and bibliography.

Figure 4. Plumbing teaching material completeness

feasibility.

1 2 3 4 5 6 7 8 9

skor

item

Expert I Expert II Expert III

COMPLETENESS FEASIBILITY

No Task List

No Blibliography

1 2 3 4 5 6 7 8 9 10

Score

item

Expert I Expert II Expert III

CONTENT FEASIBILTY

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Result evaluation language feasibility teaching

material plumbing construction can see in figure 4.

Figure 5. language Feasibility

Base figure 5, can see the plumbing construction

in general is in good category, but on items 5 and 6

gets enough categories. At that number the teaching

materials do not use a consistent symbol and the

language used is less encouraging thinking skills.

Graphic feasibility can see in figure 6.

Figure 6: Graphic Feasibility

The feasibility teaching material the plumbing

construction is categorized as less. This is because

the picture not clear, not have maps, and the picture

too small. In picture 7, give example the picture

plumbing construction is not clear.

Figure 7.: The example the picture plumbing construction

Recommendations given to educational

evaluation teaching materials are the teaching

materials can be used with revisions.

3.2.2 Concreate Construction

The results of the evaluation teaching material

competency evaluation of pedagogic materials of

educational media conducted by the three experts can

be seen in table 5.

Table 5: Educational Media Materials Evaluation results

Feasibility

Achievement

(%)

Category

Discrepancy

(%)

Content

Less

Completeness

44.4

Very

Little

55.6

Language

71.9

Enough

28.1

Graphs

54.8

Less

45.2

In table 5, based on the results of evaluation

conducted by the experts, the aspect of content

feasibility and the discrepancy of the teaching

materials are in the category less with the percentage

of gaps 40% and 45.2%. The aspect of the

completeness is in the category very little, with

discrepancy 55.6%, while the language aspect is in

the category enough with the discrepancy of 28.1%.

To clarify the results of educational media teaching

materials, picture 7 depicts the feasibility of the

content of the concreate construction.

1 2 3 4 5 6 7 8 9

Score

Item

Expert I Expert II Expert III

LANGUAGE FEASIBILITY

1 2 3 4 5 6 7 8 9

Score

Item

Expert I Expert II Expert III

GRAPHIC FEASIBILITY

Not clear

picture

Evaluation of Teaching Material PPG SM3T Program in Civil Engineering

521

Figure 7. Content Feasibility

The feasibility of concreate construction content

in general is less category. In items number 1, 2, 9 and

10, the experts give a low score. It is caused, first the

teaching materials do not include basic competencies

and the explanations of the contents of the teaching

materials are difficult to understand. Second, the

concrete construction teaching materials still use

concrete SNI 2847-2002.

When compared with the SNI used currently using

SNI 2847-2013, one of the differences in SNI for

concrete and steel in 2002 with 2013 is that the

effective height of beams that exceed 0.9m must be

paired with longitudinal reinforcement, whereas in

SNI 2847-2013 the high beam more than 0.4m must

be paired with longitudinal reinforcement.

The completeness feasibility teaching material

concreate construction get very little category, it can

bee seen in figure 8.

Figure 8. Completeness Feasibility

The completeness feasibility teaching material

concreate construction in item 4, 5, 6, and 8 the

teaching material not have examples of questions,

exercises, key answers, and conclusions. The

language feasibility the teaching materials concreate

construction can be seen in figure 9.

Figure 9: Language feasibility

The language feasibility of the concreate

construction teaching materials in general is in good

category, but items no. 1, 3 and 9, teaching materials

are less effective, and less appropriate to the level of

teaching materials users.

The graphic feasibility of teaching material

concreate construction can see in figure 10.

Figure 10: Graphic Feasibility

Items 3, 4, and 6 graphic feasibility teaching

material concreate construction are less categorize,

this is due to the use of color and placement of photos,

images, graphics that are inappropriate. In figure 11,

example the image in concreate construction not

clear.

1 2 3 4 5 6 7 8 9 10

Score

Item

Expert I Expert II Expert III

CONTENT FEASIBILITY

1 2 3 4 5 6 7 8 9

Score

item

Expert I Expert II Expert III

COMPLETENESS FEASIBILITY

1 2 3 4 5 6 7 8 9

Score

Item

Expert I Expert II Expert III

LANGUAGE FEASIBILITY

1 2 3 4 5 6 7 8 9

Score

Item

Expert I Expert II Expert III

GRAPHIC FEASIBILIY

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522

Figure 11: Example Image in Teaching Material Concreate

Construction

Based on the results of the Teaching material

concreate construction recommended to be used with

revisions.

4 CONCLUSIONS

Teaching materials plumbing construction are

declared suitable to be used with revisions. Revisions

that need to be done are to update the teaching

material information, and to reprint teaching

materials.

Teaching materials concrete construction are

suitable for use with revisions. Concrete construction

teaching materials need to use the latest SNI such as

SNI 2847-2013. The print quality of concrete

construction teaching materials needs to be improved

and printed with the best quality.

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