Article Type: Research Article Article Citation: Djoys Anneke Rantung, and Susan Latupeirissa. (2021). EVALUATION
OF THE CHRISTIAN RELIGIOUS EDUCATION LEARNING PROGRAM USING THE CSE-UCLA
EVALUATION MODEL AT THE PPD SOCIAL WELFARE INSTITUTION IN KOTA BATU. International
Journal of Research -GRANTHAALAYAH, 9(3), 278-287. https://doi.org/10.29121/granthaalayah.v9.i3.2021.3812 Received Date: 16 March 2021 Accepted Date: 31 March 2021 Keywords: Evaluation CES-UCLA Learning Program PAK A good lesson should involve an evaluation based on the results or outputs of the teaching-learning transformation process and pays attention to evaluating each program component in the learning process itself. Educators in the field are busily spurring students to obtain satisfactory evaluation results. It holds meaningful learning is equally important to evaluate whether the learning that educators do is good or still needs to be improved or even replaced. It is necessary to evaluate the learning program. The Doulos recovery cottage social welfare institution that has handled mental illness clients using PAK learning therapy needs to be evaluated. The PAK learning program's evaluation for psychic clients at the Doulos recovery cottage, Batu City, East Java social welfare—knowing the CSE-UCLA evaluation model for the PAK learning program using four stages of question variables. Every psychic client can be handled appropriately for a good recovery.
1. INTRODUCTIONEvaluation has often been heard, and not
everyone realizes that we are doing evaluation work all the time. In some daily
activities, we make assessments and measurements, which means there is
evaluation in them. Also, in the evaluation world, education is not something
strange or even necessary with the evaluation. It is hoped that education will
be better [1], [2]. Because seeing the evaluation system to be
very important for better education, in this discussion, the author will
explain more about the evaluation process in a Christian religious education
run by the zone of schools, churches, and other Christian institutions. It should
be noted that Christian religious education is a conscious effort to
systematically educate students to experience and know Jesus Christ as the Lord
and Savior of humankind and the Bible as the primary source of learning, which
leads them to have a correct knowledge of God, full maturity, firm faith in the
world. Christian Religious Education (after this will be abbreviated as PAK) is theological because all aspects
of education come from the Bible [3]. The Word of God is a written source of
teaching the Christian faith, revealed by the Holy Spirit and is the basis and
primary source of Christian religious education material and educating students
to grow and know Jesus Christ as Savior is the main task of educators to carry
out the mandate that Jesus has given through formal and informal educational
processes. Christian
religious education is theological because all aspects of education are
biblical. God's Word is a written source of Christian faith learning, revealed
by the Holy Spirit and is the basis and primary source of Christian religious
education material. Christian religious education is present in the community
to carry out the Lord Jesus Christ's great commission. Besides, the presence of
PAK can play a role in improving the
quality of Indonesian people. PAK
must continue to develop in line with the progress of the times; enable people
to be aware of science and technology, be creative, innovative, and have high
solidarity; sensitive to the context of national education, national struggles
and responding to the needs of believers[4],[5]. Therefore, PAK learning cannot be separated by everyone who believes in Jesus
Christ because PAK is here, not only
for knowledge but also for making every believer more familiar with Jesus
Christ as Lord and Savior. In a
person, PAK means that PAK can affect a person's personality.
They pay more or less attention to human personality formation (personal
identity). The PAK Learning Program
is indispensable at every level of life because it is one of the essential
things in human life, and PAK
teaching itself is God-centered with a biblical basis [6]. Therefore, when the PAK learning program is carried out, an
essential concern is how the program concept, the process taught, and the
results taught can be evaluated for progress and development to the next stage
through more systematic teaching. When a learning program, especially PAK, has been implemented, it is
essential to evaluate. Evaluation comes from the word evaluation (in English).
The Word is absorbed into Indonesian terms' vocabulary to preserve the original
Word with a slight adjustment of the Indonesian pronunciation into evaluation.
The term "valuation" is a noun of "value". The definition
of "measurement" refers to the activity of comparing something with a
particular unit of measure [7],[8]. This explanation means that
evaluation is an activity to gather information about something done and be
used as material for consideration and assessment to make better decisions and
alternatives to work. In this case, the writer tries to do this evaluation
system for an educational program that is already running, especially in the PAK learning process, which is the main
target of this ongoing learning. The author's primary reference here is to
evaluate a learning program running for a long time for the informal education
system in a Christian institution that runs the PAK program [9]. In
general, the implementation of PAK is
carried out in three areas, namely family, church and school PAK, church PAK is called Church PAK,
and school PAK is called school PAK, and church PAK is the church's duty and responsibility to administer to all
members of the congregation. However, with the implementation of PAK within the scope of Christian
institutions or social welfare foundations that are directly involved in
holistic services for the treatment of patients with mental or psychological
disorders, it is essential to pay attention to where these clients also need
treatment not only from psychologically but also from the side of faith in
Jesus Christ [10]. In this case, educators, Christian coaches,
and Christian clergy involved in healing services in social institutions or
foundations must pay special attention to dealing with psychiatric disorders,
not only with psychotherapy techniques but also with Christian religious
education efforts for handling client recovery. Here the
author focuses on evaluating the PAK
learning program that takes place as a therapeutic activity for the recovery of
Psychic clients in one of the institutions, namely the Doulos Recovery Center
for Social Welfare Institutions (after this written as PPD) Kota Batu, East Java is currently running or has been running
before. The problem of psychiatric disorders, which is called psychic, is also
an important part that is handled explicitly by the PPD Social Welfare Institution in Batu City, East Java. In general,
this PPD Social Welfare Institution
runs a therapy called community therapy, where this therapy is a social
rehabilitation method carried out jointly by a group of people for recovery for
all clients [11]. In the ongoing therapy, the Christian
religious education learning program is also part of the ongoing community
therapy, and each client follows the PAK
learning process, which is a mandatory program for the holistic recovery
process. Because not only mentally these clients are disturbed but also
spiritually. Every therapy helps clients recover mentally and spiritually,
psychiatric disorders experienced by clients certainly require good handling,
and especially in the Christian religious education learning program, it must
be realized and implemented according to the client's needs. This
psychological condition is a condition in which the sufferer has difficulty
distinguishing between reality and imagination. Symptoms that appear in psychic
sufferers are delusions or delusions and hallucinations. Psychic handling can
be done by administering drugs and psychotherapy. If not treated appropriately
and promptly, this condition can impact the patient's ability to live socially [12].
The recovery process for each client must be taken seriously because, of course,
the client who comes with a disease or disorder like this is not only mentally
disturbed but also from the side of faith in Jesus Christ, of course, it also
makes the client not know and have strong faith in the Savior, who is Jesus
Christ, so it is essential to deal with it. The existence of a PAK learning program is also beneficial.
However, the program cannot run properly if it is not evaluated in detail for
each activity to answer the client's therapeutic needs at LKS PPD Batu. It is a problem found in
therapy activities carried out by LKS PPD
that the PAK learning program
indicated not evaluated in a structured manner. Through the observation of the
author's interview with several sources who deal directly with these psychic
sufferers-namely mentors or coaches at the PPD
Social Welfare Institution, it is true that the explanation above regarding the
psychic clients they serve, in the explanation via telephone this educated
client has problems. There are quite a lot of problems, what comes is not just
one problem, but several problems that make them mentally disturbed so that
they are classified as psychic clients and come to recover. In the author's
interview with this resource, it was also explained that every client has a
problem in moral matters, but the disturbance they experience makes them do not
know God and do not understand how their life of faith is in Jesus Christ [13].
Therefore, PAK is run as a form of
therapy that can restore clients, and what is highlighted here is the
evaluation process for the learning program that is already underway. The
author indicates that the Institution does not use a specific evaluation model
to determine the success of a program running specifically for PAK learning program. The problems in institutions,
especially in the ongoing learning program for PAK, are still inadequate to recovery for psychological clients
because the ongoing therapy program has to be updated a lot. Therefore, the
process of evaluating the PAK
learning program that is already running must be appropriately used. The
evaluation process becomes a reference for programs that can be assessed for
good and bad, weaknesses and strengths to determine its success. The evaluation
takes place every two weeks from the informants' information, but the
evaluation is more general for all the client runs. In particular, the PAK learning program itself does not
exist, so the author sees this as a severe problem that the special evaluation
for the PAK learning process that is
running does not have a well-accepted measure of PAK success as routine client activities at the Institution. Because the Christian religious
education learning program used in the therapy process is also one of the
Institute's strategies, this program's evaluation must be carried out with a
specific evaluation model [14].
As explained, clients who have psychiatric or psychic disorders need recovery,
not only mentally but also spiritually, in knowing Jesus Christ, so PAK learning evaluation must also be
necessary so that every teacher can find out the extent to which the level of
success of the learning process is being carried out. Based on the problem of handling
psychological clients, the authors see that evaluation is essential and an
evaluation model that can be used for institutions, namely the CSE-UCLA
evaluation model. CSE-UCLA consists of two abbreviations, namely CSE and UCLA.
CSE stands for Center for evaluation, while UCLA stands for the University of
California in Los Angeles. The characteristic of the CSE-UCLA model is that
there are four stages in the evaluation. They are namely planning, development,
implementation, and results or impacts [15],[16]. From this evaluation model, the people in
charge of institutions that specifically serve psychic clients will
systematically evaluate each learning program with the correct planning, the
best development, and implementation. It helps clients recover quickly, the
results that are certainly seen from the recovery level, and the positive
impact that the PAK learning program
is significant to run. Of course, all these processes must be carried out
according to a structured evaluation model. From the background of the problems
described above, the authors are interested in researching the title
"Evaluation of Christian Religious Education Learning Programs with the
CSE-UCLA Evaluation Model in the Social Welfare Institution of PPD Kota Batu, East Java". The problems
answered in this study are: a) How to evaluate the PAK learning program in handling the needs of psychological clients?
b) How to find out the CSE-UCLA evaluation model for the PAK learning program for psychic clients at the PPD Social Welfare Institution? and c)
How can every psychic client/patient get proper treatment for their recovery at
the PPD Social Welfare Institution? 2. METHODThis
study used a qualitative evaluative approach with data sources using the PPD Kota Batu, East Java Social Welfare
Institution, specifically for handling psychotic clients. The data obtained
includes observations, interviews, documentation results, document analysis not
written in numbers but expressed in words and pictures. The data collection
techniques are through interviews, observation and documentation. The CSE-UCLA
evaluation model was used to sort the collected data by category of planning,
development, implementation, results and impact [15],[16]. This research was conducted by the Doulos
Batu City Social Welfare Foundation's spiritual coaches or mentors, and this
research was conducted for one month (May 2020), starting from initial data
collection to complete data collection. The research informants are
mentors/spiritual coaches who specifically handle psychotic patients/clients at
the PPD Kota Batu Social Welfare
Foundation. The number of mentors who handle psychotic patients/clients at the PPD Kota Batu Social Welfare Foundation
is four people consisting of 2 women and two men. Data analysis was performed
using Miles and Huberman's techniques: data reduction, data display (data
presentation), and consumption/verification (concluding/verification). 3. RESULT AND DISCUSSIONEvaluation
of Learning Programs using the CSE-UCLA Model - To get information about what
needs are needed in carrying out the PAK
learning program in PPD, researchers
conducted interviews with the heads and mentors who deal specifically with
psychological clients in the PAK
learning carried out. Focused on five questions related to need assessment: The
implementing the PAK learning
program, the things needed for the PAK
program's sustainability. From the informants' answers, the researchers got
different answers. AT and MS said that with the implementation of the PAK program, a lot was needed. We used
teaching materials, Bibles, textbooks, teaching aids, and unique guidebooks.
Furthermore, the mentor's sensitivity to motivate and teach creatively.
Furthermore, the researcher got a different answer from what the informants
said. According to MO, FL, the PAK
learning program requires sufficient human resources and thorough readiness to
teach clients with psychic or psychiatric disorders and must have the patience
to serve well. To get
the results of the questions the researcher made, the researchers conducted
interviews with several informants who had the same answers they said.
According to AT, MS, FL, and MO said that the activities that have been running
for the PAK learning program are not
as formal as the PAK in school or
church activities because there is a place for therapy with Christian guidance,
so the PAK activities we carry out
for clients are classes. In class, we provide various materials with the given
theme, and there is also morning piston, teaching and learning in class,
memorizing verses of God's Word, guided study to review what was learned in
class, and morning worship in which they listen to sermons and hymns to review
in. class. The
researcher conducts interviews with informants to determine the answers to the
questions the researcher gives. The four informants gave almost the same
answers, and the following are the results of the interview. According to AT,
MS, FL, and MO, clients become focused, pray, reduce client boredom, forget
about the past, increase client knowledge and deepen God's Word. Get closer and
grow the client's faith in the Lord Jesus. AT explained it was just that
because the clients served were mentally ill people so that the success of each
learning, they received took a long time, MO explained that it took a long
time, but the mentors tried to help them so that they could receive the PAK learning process well for their
recovery. The
accuracy of the PAK learning program
- According to AT, MS, FL, and MO, the informants gave answers that were
essentially the same, that the PAK
Learning Program was right for the client because it was part of therapy for
the client himself. There just has to be a lot to update about the mentor's
materials, methods, and creativity. Long-term
goals achieved through the PAK
learning program. From the questions, the researcher gave the informants to
provide answers, along with the answers. According to AT, every client who used
to live recklessly can become more regular, respect their parents, know the
time for church services, understand the purpose of delivering God's Word. With
PAK's existence, they better
understand that they (clients) are God's creation, which means valuable.
Furthermore, MS explained that previously mentally disturbed could recover from
being pessimistic about their existence, and they understood that they are
valuable in God's eyes. Psychic client development becomes better recovered.
Then FL said his long-term goal was that the client's lifestyle became orderly,
and when they returned to their respective places, they could become servants
of God. Dan MO explained that the long-term goal is to prepare clients to know
God and when they return to their families and communities, they can be
accepted and bless others. From the
questions the researchers asked, the informants had answers that were
essentially the same: according to the AT formation class, the class grew in
faith: inner healing wounds, restoring sexual abuse, self-esteem, fractured
relationships, spiritual abuse. There is a textbook used as a guide; there is
an SP in it. They will be given verses of God's words to memorize and be
reviewed when in class and learn to understand the Bible. Furthermore, MS explained that personal counselling and group
counselling are group prayers that have become routine activities. According to
FL, the activities running so far specifically for the PAK learning
program are classes about the Word of God. MO explained that the activities
that run according to the PAK program had been planned in a particular
schedule, which has become part of the PAK learning program, starting
from waking up in the morning to their bedtime. Among them are morning
devotions, morning worship, PAK learning classes, and guided study activities
to discuss the Word of God again. Activities
and activities that take place within the Institution, especially the PAK
learning program for psychic clients, have a good design, namely PAK
coaching and learning classes, and daily spiritual activities in them starting
from meditation to daily life attitudes PAK is very clear because they
are part of the vision-mission of the agency. From the questions, the researchers asked, the
informants gave the following answers. According to MS, the method used is the
sharing of life experienced in family and friends. The group grows together in
which there are Bible study and mutual prayer. The method in the classroom when
learning PAK will be given an assignment to be material for discussion
together to understand God's Word. Furthermore, according to FL, the method in
this PAK learning program is a dormitory, so it is not only sharing and
studying the Word of God that they learn in class, but there is a part of the PAK,
namely morning piston, as for worship together in which the Word of God they
must pay attention to repeat in carefully then MO gives the answer that our
method is a group and personal approach. In the class, there is a class
discussion or question and answer. The Institution, namely determine those who run the
PAK learning program: according to AT that those who run the PAK
learning program are specifically servants of God who are already in
theological school and who are still in theological school but have entered the
5th semester cannot be fixed, the point is good, if it is per cent, maybe 75%.
Furthermore, MS, MO and FL gave the same answer. Namely, those who run
the PAK learning program for psychic
clients are mentors who understand the teaching of God's Word well and who have
attended theological school, including mentors who have the sensitivity to
serve clients. According
to AT, MS, FL, and FO, they gave answers related to funding and the interview
results. Sufficient funds have been prepared following the program to buy
books, Bible, pens, and spiritual books. FL explained the source of funds was
sufficient because it had been arranged directly from the Institution with the
nominal expenditure detailed in a directed manner. The funds are well
available. Regarding the funds, MS and FL answered that human resources or
mentors were not enough and we are still very much needed because this client
should be specially assisted. Furthermore, according to AT and MO, the mentor
who handles PAK learning is enough. According
to AT that how well this program runs, the Institution carries out the PAK learning program according to the
stages of psychological client development in which there are three stages,
namely stage (class) A: Question and answer, sharing, Stage B: using concrete
examples, and Stage C using props and pictures. So, the level of learning
ability is following the stage of the client's thinking power. Furthermore, MS
explained that this program has been running well; it is just that sometimes
clients are often annoyed by their bad feelings suddenly coming. So, there must
be good handling and sensitivity to understand the client. Furthermore, this
program has been running according to the regulated curriculum. Furthermore,
FL said that the PAK learning program
for psychic clients had run quite well and everything is well organized
according to the PAK learning plan
itself, although there are still many shortcomings that need to be continuously
updated. MO explained that we could not accept it well if you see it well, so
we used the stage from the beginning. If those who can connect can understand
the learning process, but clients who find it difficult to accept, they must
need high creativity to understand the learning theme. The third
variable is the Second focus: Place or atmosphere or comfort in PAK learning. AT and FL Explain, the
conditions for the place to be comfortable are still not because all classes A
to C are still combined, because the place is not yet a place, so the
Institution is not yet conditioned to make the right place. Nevertheless, the
priority is that there are still tables and chairs. Then MS and MO explained
that the place's condition was comfortable because psychological clients needed
a different place from formal classes such as in school. Although there is a
class intermingling, it is still comfortably suitable for the client. Barriers
and supports from the PAK Learning
program. AT, MS, FL, and MO explained if there are no obstacles, all support
because spiritual programs are essential and primary because this is part of
holistic recovery. Regarding
the time and duration used for the PAK
learning program. According to AT and MO, we conduct lessons, especially PAK learning for psychic clients, for
one hour. It is divided into Class A for one hour, class B for 30 minutes, and
class C for 15 minutes. Every Monday and Wednesday 11.30-12.30. Furthermore, MS
and FL said that the PAK learning
program would last one hour every Monday and Wednesday. There is a piston in
the morning and a group service held every day to continue to instil God's Word
in each client's personality to support the PAK
program. Behaviour
changes when the PAK learning program
occurs for psychological clients. AT, FL, MO, and MS provide the core of the
same answer: the behaviour or activity that changes from the client is that the
client is more interested in the Bible, who previously did not know praying now
can pray, previously unable to lead praise. Now can lead praise while playing
music, who previously did not dare to testify about Jesus Christ, became
courageous to testify who Jesus Christ was in their lives. The benefits obtained from the PAK learning program;
informants have the same core answers. According to AT that the benefits are
not only for the client but also for the mentor. The mentor becomes honed and
learns to understand everyone and has much special knowledge for psychiatric
disorders. According to MS, clients and mentors feel more benefits when this
learning program is running, clients can recover better, and mentors can be
happy when they see clients recovering mentors. Furthermore, FL said that, of
course, this PAK learning program is very beneficial for clients and
also for mentors. Clients can recover physically and spiritually. It is also
beneficial for the mentor because it allows the mentor to learn to provide
proper PAK learning. Then MO said that it was very beneficial for
clients, particularly mentors and institutions in general because it was an
assessment that the Institution carried out a good therapy process with the PAK
learning program. The strengths and weaknesses of the existence of
the PAK, AT, and FL programs explains that the weaknesses of the class
or place are still inadequate and the influence of disease and the client's
mindset which is sometimes difficult to control to receive PAK learning.
Clients' advantages can be guided, and the mentor also does not differentiate
what kind of background the client is. The point here is that service with love
is essential. Furthermore, MO explained, the advantage is that the client
becomes close to God, for the mentor to be more loyal to serve psychiatric
clients with patience, the advantage is also to reduce client boredom in
dealing with their lives. The weakness is sometimes clients who are less stable
due to their disturbances that come. Mentors are still less creative. Then MS
answered that the weakness is sometimes no creativity makes the client bored,
and the advantage is the intense application of God's Word that is instilled to
make the client recover. How well the client responds well to this program
to meet client needs. AT, MS, MO, and FL provide answers with the same core
that AT and MO say, this program has been running well enough to treat clients
but not as perfect as PAK learning in general. Furthermore, MS said that
the PAK learning program was good, but there needed to be something new
to design to create boredom in the ongoing learning program. According to FL,
it is good because the Institution's motto is to humanize humans, so PAK
is very helpful. How efficient is the PAK learning program?
AT, FL and MS explained that the mentors who carried out this learning program
were indeed active but not perfect and not 100% efficient, but it could be said
that they were good. They only needed to continue to upgrade the mentors'
abilities. Then MO explained that the PAK learning program was going
there, in the sense that everything was imperfect, but so far, active mentors’
dank lien was still able to follow, so it was efficient towards the better. PAK
activities that contribute the most to the PAK learning program,
informants explain the same aims and objectives. According to AT, the most
activities were counselling and second, morning, and third classes.
Furthermore, MS explained the activities that contributed the most to the
ongoing counselling and classes. According to FL, he explained
that all PAK learning programs' activities contributed significantly
because they all depended on assistance and acceptance from clients. MO
explained that for the PAK learning program itself, the class
contributed very well because, in the classroom, the client could do question
and answer and share and even do group prayers, namely pray for each other and
good group work. The indirect effect that comes positively or
negatively is related to the PAK learning program's existence. According
to AT, MS, MO, and FL, it was explained that, for the negative influence, it
might be psychologically for them, because sometimes when they feel that
something makes them sad or gloomy, it will be disconcerting during learning in
class and outside the classroom. Positively, of course, there are parties like
their families who are very supportive so that they too can recover quickly.
Furthermore, according to FL, everything is still going well so far and can
still be controlled. MS, if the indirect influence of PAK learning
activities on psychological clients is negative, some families have too high
demands for clients, so that it makes them quite depressed, and it is the
responsibility of our mentors to assist them. On a positive note, some families
already understand what kind of client they are to provide good support for
their recovery. MO explained that the indirect effect might be a family
intervention that demands too high a client's recovery. Of course, the positive
thing is there are many fields of support, even from the local city government
who also supports the therapy process in which there is religious learning in
recovery institutions like this. What can be learned with the PAK learning
program in the PPD Institute for clients with mental disorders, namely:
FL, AT, MO, and MS answered with the same core answer. According to AT, when
other people know that PPD is present to humanize humans through
therapy, especially PAK learning. Furthermore, MS explained, people out
there can imitate that people who are psychologically ill will find it
difficult, but if served with love, people with mental disorders will recover
well and make people out there open their eyes that people with mental
disorders it is worthy of love, acceptance, and value and meaning before God.
FL and MO explained that what other people can learn is that PPD is here
to change people's views that psychological clients can change and recover and
be better. Some have even become servants of God. The process and mechanism for evaluating the PAK
learning program. From interviews with informants, the researchers found the
following answers. According to AT, MS, FL, and MO, the particular PAK
learning program was evaluated and evaluated, which we did only for one year
the PAK learning program process took place. Furthermore, AT explained,
we evaluate how the client develops in learning. Then MO explained that we
evaluated how the client's faith growth was with the PAK learning
program, then FL and MS explained that we evaluated only the client's spiritual
development process. In
connection with the first problem about the needs of a program, at this stage,
the evaluator focuses on determining the problem by evaluating the ongoing
learning program. Based on program evaluation definition, which is defined as a
unit or unit of activities, the realization or implementation of a policy with
a continuous process also involves a group of people to make a good change [17]. With some questions raised in essence about
what things need to be considered in connection with the program's existence.
What needs are met in connection to this program's implementation, and what are
the long-term achievable goals through this program? The informants said that
the necessary infrastructure was already available from the interview results,
and some informants said that a significant need was human resources or
teaching staff for the PAK learning
program. The long-term goals that have been planned for the PAK learning program have also been
structured, although it is seen that these long-term goals are still very
monotonous with routine activities that cause client burnout to emerge. In
conjunction with Norman E. Gronlund's learning to formulate the following
notion of evaluation: Evaluation is a systematic process to determine or make
decisions to what extent learning objectives have been achieved by students [18],[19]. From the interview that took place, it can
be concluded here that the importance of a program evaluation for the long-term
goals of the program for the Institution and also from the evaluation, it can
be seen that changes in the target targets of the learning program to reduce
the suffering of clients who experience mental illness, encourage clients to
live more optimally during the therapy period. Until they return to the
environment where they came from, and more importantly, the client's life
becomes closer to God even though it is still seen that the client's mental
disorder problems require a long process and time to receive learning. In the
second stage of the CSE model, the evaluator collects data directly related to
learning and leads to meeting the needs identified in stage one. In this
planning stage, the PBM program is carefully evaluated to determine whether the
learning plan has been prepared based on the needs analysis results. The
evaluation of this stage cannot be separated from the goals that have been
formulated [20]. From the interview results, the researchers
found that the PAK learning program
was carried out in the learning class, and through other support, activities
were followed to be repeated while in the re-learning class, and that was not
all in learning. PAK is also taught
psychic clients to be critical in discussing and conducting group prayer
together. In the implementation of this PAK
learning program, it is clear that those who carry it out must be people who
have graduated from theology and education or have a good understanding of the
Bible. Although human resources are still lacking in terms of human resources,
the learning program's implementation has gone quite well. Understand
the term religious education accurately that describes the investigation in
general for the dimensions of religious life and the search with humans for the
transcendent basis of existence [21]. So, it is clear that the Institution also
thought that every client it served could feel the restoration process from the
Lord Jesus Christ, who healed their lives for the better and regardless of the
mental illness they experienced. According
to Agustin, Campbell, and Werner, Christian religious education aims to teach
people to see God and live happily. It is even to make everyone aware of
fearing God, grow as a child of God, and fulfil God's call in the Christian
fellowship and fulfil the call to be a Disciple of Jesus. Teaching must also be
Bible-based, Christ-centered and dependent on the power of the Holy Spirit.
Therefore, what is carried out by the Institution for the PAK learning program is indeed appropriate for people with mental
disorders so that each client can gain knowledge of the correct Bible and
become a true disciple of Jesus according to the teachings of PAK [22],[23]. Of course, the Institution still has to
think about the right strategy and method in carrying out the PAK learning program to make clients
feel bored and bored. In this
third stage, the evaluator focuses on the implementation of the program. Thus,
evaluators are expected to be genuinely involved in the program because they
have to collect data and various program development information. This
program's development is quite good from the ongoing research because there are
class stages that are formed even though they are still combined in the
learning class. All learning activities have full support to continue the
process, the timeliness of learning is good, even though the learning process
is still found to make clients become saturation caused by the learning program
that was designed not to include appropriate methods and creativity to
stimulate the thinking power of clients. The
determination of the CSE-UCLA evaluation model is straightforward. It appears
that the PAK learning program in the
Institution is a process program whose main activity is to change something
that is still raw to be made into a good processor output [24],[25]. It is hoped that the impact and results of
evaluating the PAK learning program
will collect all data about the program's results and impacts. Through this
summative evaluation, it is hoped that it will be possible to know whether the
program's objectives have been achieved and if they have not been searched for
which parts have not and what the is. From the researchers' findings above, it
can be concluded that the PAK
learning program has not been appropriately evaluated for the development of
learning that is more varied and not monotonous. Even though it has been
facilitated with complete infrastructure and good handling, of course, the
learning program must continue to be evaluated to find out what to plan for the
psychological client. From the
interview results obtained an overview of the evaluation results using the
CSE-UCLA model. Researchers make it in tabular form. Table 1: CSE-UCLA Evaluation Results
4. CONCLUSIONAfter
conducting research using qualitative evaluation research, reduction and data
analysis in this study, conclusions and suggestions are made. A good lesson
should involve an evaluation that is concentrated on the results or outputs of
the teaching-learning transformation process and pays attention to evaluating
each program component in the teaching and learning process itself. Here the
authors conclude: An
evaluation of the PAK learning
program for psychic clients at the Doulos recovery lodge, Batu City, East Java:
Based on the results of the study using the CSE-UCLA evaluation, the evaluation
of the PAK learning program at LKS PPD Kota Batu, East Java concluded: that
the field of handling psychological clients in Doulos It is good to carry out
therapeutic activities using PAK
learning programs and are planned according to sufficient resources and
infrastructure to carry out PAK
learning programs, but there are still things that need to be developed and
replaced regarding the strategies and methods used in implementing PAK learning. Although the Institution
still carries out many limitations and shortcomings, the PAK learning program for mentally ill clients is essential to pay
attention to. Knowing
the CSE-UCLA evaluation model for the PAK
learning program using four-variable stages of questions: With four variable
stages using 22 questions contained in the CSE-UCLA evaluation model, LKS PPD Kota Batu knows more about how the PAK learning program is evaluated
systematically and in detail. What is the need for a program, how is the program's
implementation being carried out, what is the context or core that the program
wants to achieve to reach the impact and results seen in the program?
Furthermore, it seems clear that there are still unfulfilled needs, namely
human resources, comfortable conditions for learning places, and difficulties
in controlling clients whose illnesses recur. This evaluation model can be used
as a guideline for how institutions evaluate ongoing programs. Ideally, an
educator can evaluate a comprehensive learning program, be able to evaluate
himself, discuss the results with peers or even with field leaders and then be
able to make a formal report of the evaluation of the learning program he is
doing by including accurate data. Because it is better that educators and
learning program designers, they should get used to asking what other needs
must be met, how the implementation of the learning program, and the proper
context, so that the results obtained are also proper. Every psychological client can be handled appropriately for a good recovery: With the ongoing program evaluation activities using CSE-UCLA. It is essential to find out how far the PAK learning program carried out in the Institution can be evaluated to answer each client's needs exactly how it should be or the right way in providing PAK learning for psychic clients who experience mental illness. In the interview above, it can be seen that clients still experience boredom due to the learning system that they cannot accept perfectly and teaching that makes clients bored because the methods used need to be updated. Therefore, evaluation becomes input in designing learning programs that will be updated optimally so that the learning carried out will always be better than what has been previously carried out. SOURCES OF FUNDINGThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. CONFLICT OF INTERESTThe author have declared that no competing interests exist. ACKNOWLEDGMENTNone. REFERENCES
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