International Journal of Engineering & Technology, 5 (x) (2017) xxx-xxx

International Journal of Engineering & Technology

Website: www.sciencepubco.com/index.php/IJET
doi:
Research paper, Short communication, Review, Technical paper

Evaluation Model of the Implementation of Quality

Managemen System of Electrical Skills in Vocational High
School
I Gede Budi Mahendra1*, Giri Wiyono2, Asnul Dahar Minghat3
1
Electrical Engineering Education of Postgraduate Departement, Yogyakarta State University, Indonesia
2
Faculty of Engineering, Yogyakarta State University, Indonesia
3
Razak Faculty of Technology and Informatics, University of Technology Malaysia

*Corresponding author E-mail:igede.endra@gmail.com

Abstract

This study aims to find out (1) the proper evaluation model is used to evaluate the implementation of the quality management system
for electricity expertise in vocational schools (2) components of the evaluation model, and (3) the criteria for effectiveness of the
evaluation program. The method used is litelature study with research data sources in the form of textbooks, journals, scientific
articles, magazines, newspapers, and. The results obtained are (1) CIPP evaluation model is the most suitable model used in
evaluating the implementation of the quality management of electricity expertise in vocational schools. (2) CIPP evaluation model
consists of 4 components, namely Context, input, process, product. (3) Criteria for the effectiveness of the evaluation program on the
4 components of the CIPP evaluation model in the form of criteria for Context effectiveness, criteria for input effectiveness, process
effectiveness criteria, and criteria for product effectiveness.

Keywords: Evaluation Model, Quality Management System, Vocational High School.

Copyright © 2016 Authors. This is an open access article distributed under the Creative Commons Attribution License, which permits
unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

1. Introduction
Vocational High School
is one of the levels of
formal secondary education
in Indonesia. Vocational
High School is an advanced
secondary education which
has the main objective of
preparing a skilled,
professional and highly
disciplined workforce in
accordance with the
demands of the workforce
which has the aim of
preparing graduates to work
in certain fields that are in
line with market needs in
this case the business world
and the world work [1]. The
implementation of
vocational secondary
schools is one of the efforts
made by the Indonesian
government to improve and
improve existing human
resources. The needs of the
work world for quality
human resources and
skilled forcing and
encouraging an educational
institution is no exception,
namely vocational high
schools to conduct a quality
assurance of the educational
process held, it is done in
the hope of getting positive
values and customer
satisfaction can be fulfilled.
Quality graduates are
printed by schools that have
quality assurance as well.
With the demands of
globalization, schools that
have quality quality
assurance will continue to
improve the existing
education services. Improve
aspects that support a
school to improve the
quality of school education
services. Implementing an
ISO quality management
system is one of the efforts
that can be done to carry
out quality assurance in
violating the educational
process in an educational
institution. The
Copyright © 2016 Authors. This is an open access article distributed under the Creative Commons Attribution License, which permits
unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
implementation of ISO
quality management system
as an international quality
standard will consistently
improve efficiency in
managing school resources
and school quality [2]. In
addition, it is hoped that
there will be a continuous
improvement process for
school performance so that
the quality and output of
schools as an educational
institution always gets
better over time. ISO-based
quality management system
aims to improve the
competitiveness of an
institution in this case
educational institutions in
order to improve the
process of providing
education to ensure
customer satisfaction. One
focus of the ISO principle is
the costomer focus or focus
on the customer. Customers
of educational institutions
internally are teachers and
staff in schools, while
externally customers of
educational institutions are
parents of students and the
community [3]. Efforts to
improve the quality of
services through the
implementation of a quality
management system were
not accompanied by
students' understanding, so
that many of them did not
understand the meaning and
function of the ISO in their
schools. Thus, students
have not been able to feel
the results of implementing
ISO in their schools.
Currently, not all educators
and related parties have
implemented or cultivated
an ISO-based quality
management system in the
process of learning
activities in vocational
secondary schools, besides
that not all values in the
ISO-based quality
management system are
applied in academic
activities in the school
environment. vocational
medium. The whole process
of learning activities should
follow the learning climate
conditions and conditions
that are in accordance with
ISO-based quality
management systems. If
applied and entrenched, the
application of an ISO
quality management system
will be able to improve the
quality of customer service
and indirectly improve the
quality of the learning
process in the vocational
high school environment. In
general, the implementation
of an ISO quality
management system in
vocational secondary
schools has constraints
which include the first,
namely the application of
ISO quality management
systems that are not yet
entrenched, service and
documentation to be
increasingly complicated so
that it needs a good
evaluation to uncover all
aspects of the quality
management system. Lack
of consistency in the
performance of internal
vocational high schools,
this is characterized by the
ups and downs of the
performance of educators
and education personnel,
besides that vocational
secondary schools find it
difficult to focus their work
in accordance with ISO
demands because there are
many jobs in each
vocational high school
work unit. And the most
important thing that is an
obstacle in the application
of ISO quality management
systems in vocational high
schools is the difficulty of
adaptation of teachers or
employees to the
development of information
and technology. Common
constraints experienced by
vocational high schools are
the problem of school
culture [4]. The
implementation of the ISO
quality management system
will be better and success
will be achieved if it is
accompanied by a school
vision that is the overall
responsibility of the school
community and not only the
responsibility of
individuals, especially
leaders. On the other hand,
the success of vocational
high schools in obtaining
ISO certificates requires
high quality culture in the
management of leadership
organizations in a
vocational high school. The
ISO certificate that has been
obtained must be
maintained with the
acculturation of the quality
must be integrated in all
policy actors in the
organization within the
school itself. Considering
this, the commitment of
vocational secondary
schools in implementing the
ISO quality management
system in ensuring
customer satisfaction needs
evaluation. The evaluation
of the implementation of
the ISO quality
management system aims to
provide benefits in the
application of a quality
culture in vocational
secondary schools so as to
produce quality learning to
prepare vocational high
school graduates to work in
certain fields that are in line
with the needs of the
workforce. One factor in
the success of vocational
education is an absorption
of graduate to the World of
Industries. It is important to
study the World
Development Quality in the
vocational high school as a
means of improving the
partnership that produces
vocational relevance of
education to the labor
market. [5]. The evaluation
International Journal of Engineering & Technology
process requires a suitable
method to evaluate a
program to produce
maximum evaluation
because Project quality
management is the process
required that ensures that
the project meets
requirements and
expectations of the
beneficiary involved in the
projec [16]. Thus this study
aims to: (1) Knowing the
right evaluation model is
used to evaluate the
implementation of the
power management quality
management system in
vocational high schools, (2)
Components of the
evaluation model and, (3)
the criteria for effectiveness
of the evaluation program
on the implementation of
the quality management
system for electricity
expertise in vocational
secondary schools.
2. Research Methods
This research is a study
literature that provides a
logical description in
accordance with the
objectives of the study. This
is done by giving meaning
to the data that has been
collected which is carried
out from beginning to end.
This analysis and
interpretation is done by
referring to the theory or
the results of the research in
accordance with the
problems to be solved. To
make it easier to see the
results of the summary, a
matrix is created. In the
pattern of the matrix form
can be seen a complete
picture of certain parts of
the research results. On the
basis of the pattern shown
in the data presentation, it
can be concluded that the
data collected has meaning.
As explained earlier in this
study that the analysis
process was carried out
since the initial data was
collected so that it was
analyzed into a conclusion.
3. Results and
Discussion
ISO quality management
system is recognized as an
international standard on
best practices in internal
quality management [6].
ISO 9001: 2008 gives a
series of general
requirements that can be
applied irrespective of the
organization’s activity, size
or ownership. The direct
benefit that can be realized
from the implementation of
ISO 9001: 2008 is the
combined alignment of the
activities of internal
processes that are focused
towards the improvement of
customer satisfaction which
will result in many other
reimbursements, whether
internal or external. [7]
Eight principles of quality
management are methods of
how to lead, regulate, and
control a school
organization in accordance
with the ISO 9001: 2008
quality management
system. These eight quality
management principles
(Point Development
International, 2008) are as
follows: (1) Customer
focus; Successful
vocational high school
institutions are reliant upon
their customers, thus HE
should understand their
current and future needs,
meet their requirements,
and measure their
satisfaction degree. (2)
Leadership; Leaders of
vocational high school
institutions establish unity
of purpose and direction.
They should create and
maintain the internal
environment in which
people can become fully
involved in achieving the
institution's objectives. This
goes beyond merely 'doing
the work' to how people
think and talk and behave: a
'quality culture'. (3)
Involvement of people;
Involving people across all
levels of the Institution is
one of the effective ways to
achieve quality. The
vocational high school
institutions should take full
advantage of the staff's
knowledge and experience;
clarify their job and
responsibility requirements
and make them realize that
reaching the Institution's
objectives is their own
objectives. (4) Process
approach; A desired result is
achieved more efficiently
when the activities and the
related resources are
managed as a process,
rather than as individual
tasks. Managing these
activities provides greater
efficiencies through a clear
view of what is happening.
(5) System approach to
management; Management
should view all activities
and processes as parts of an
integrated system. This will
then contribute to the
institution's effectiveness
and efficiency in achieving
its objectives. (6) Continual
improvement; Continual
improvement of the
vocational high school
institution's overall
performance should be a
permanent feature of the
sector that really wishes to
excel within labor
marketplace. The education
institution can improve the
quality system by managing
the auditing periodically
and continuously for the
daily tasks. (7) Factual
approach to decision
making; In vocational high
school institution, effective
decisions should be based
on analysis of data and
information that has been
gathered via predetermined
measures. (8) Mutually
beneficial supplier
3
relationships; vocational
high school institution and
its customers are
interdependent partnership
and a mutually beneficial
relationship enhances the
ability of both to create
value. [8]
3.1. Evaluation Model to
Evaluate the
Implementation of the
Electricity
Management Quality
Management System
in Vocational Schools
In the field of education,
evaluation is an assessment
in this field or an
assessment of matters
relating to educational
activities. Evaluation of
education programs is an
evaluation that measures
educational activities that
provide basic services that
are sustainable and involve
educational curricula.
Evaluation of educational
programs also means
activities to examine the
shortcomings of education
activities or implementation
and to find out the
achievement of educational
program objectives. thus
evaluation is very important
in education programs
including evaluation of the
application of quality
management systems.
therefore an appropriate
evaluation is needed to
evaluate the application of
the quality management
system in this case to the
electrical engineering
expertise in the vocational
middle school. The most
appropriate evaluation
model is used to evaluate
the implementation of a
quality management
system. therefore, an
appropriate evaluation is
needed to evaluate the
implementation of the
quality management system
in this case the electricity
engineering expertise in the
vocational middle class is
the CIPP evaluation model
4 International Journal of Engineering & Technology
[9]. CIPP is an evaluation
model that uses
management-oriented
approach or referred to as a
form of program
management evaluation.
The CIPP model rests on
the view that the most
important goal of program
evaluation is not to prove,
but to improve. In this
decision-oriented approach,
program evaluation is
defined as the “systematic
collection of information
about the activities,
characteristics, and
outcomes of programs to
make judgments about the
program, improve program
effectiveness, and/or inform
decisions about future
programming [10]. The
CIPP evaluation model (see
figure 1) is a framework for
guiding evaluations of
programs, projects,
personnel, products,
institutions, and evaluation
systems [11]
Fig 1: Components of
Stufflebeam’s CIPP Model
Designed to assist
administrators in making
informed decisions, CIPP is
a popular evaluation
approach in educational
settings [12][13]. This
approach, developed in the
late 1960s, seeks to
improve and achieve
accountability in
educational programming
through a “learning-by-
doing” approach [13]. Its
core concepts are context,
input, process, and product
evaluation, with the and alternative strategies 1. Context
a intention of not to prove, offered in similar programs The context evaluation
but rather improve, the [14]. The intent of this primarily leads to
program itself [11]. An stage is to choose an identification
evaluation following the appropriate strategy to strengths and
CIPP model may include a implement to resolve the weaknesses of the
context, input, process, or program problem [12]. In organization and in
product evaluation, or a addition to context providing input to
combination of these evaluation and input improve the
elements [11]. The context evaluation, reviewing organization. The
evaluation stage of the program quality is a key main objective of
CIPP Model creates the big element to CIPP. Process context evaluation
picture of where both the evaluation investigates the is assessing all
program and evaluation quality of the program’s organizational
[14]. This stage assists in implementation. In this conditions,
decision-making related to stage, program activities are identifying its
planning, and enables the monitored, documented and weakness,
evaluator to identify the assessed by the evaluator inventory its
needs, assets, and resources [12][14]. Primary strengths that can
of a community in order to objectives of this stage are be utilized to cover
provide programming that to provide feedback up its weaknesses,
will be beneficial [12][14]. regarding the extent to diagnose problems
Context evaluation also which planned activities are faced by the
identifies the political carried out, guide staff on organization, and
climate that could influence how to modify and improve find solutions.
the success of the program the program plan, and Evaluation context
[14]. To achieve this, the assess the degree to which also aims to assess
evaluator compiles and participants can carry out what goals are and
assesses background their roles [11]. The final predetermined
information, and interviews component to priorities meet
program leaders and CIPP, product evaluation, needs parties who
stakeholders. Key assesses the positive and are the target of
stakeholders in the negative effects the the organization.
evaluation are identified. In program had on its target 2. Input
addition, program goals are audience [14], assessing Input evaluation is
assessed, and data reporting both the intended and specifically intended to help
on the program unintended outcomes [11]. determine the program to
environment is collected. Both short-term and long- make changes required.
Data collection can use term outcomes are judged. Evaluate inputs looking for
multiple formats. These During this stage, obstacles and potential
include both formative and judgments of stakeholders available resources. The
summative measures, such and relevant experts are main goal is to help clients
as environmental analysis analyzed, viewing examine alternatives
of existing documents, outcomes that impact the relating to needs
program profiling, case group, subgroups, and organizational and
study interviews, and individual. Applying a organizational goals. In
stakeholder interviews [14]. combination of other words, input
Throughout this process, methodological techniques evaluation serves to help
continual dialogue with the assure all outcomes are clients avoid futile
client to provide updates is noted and assist in verifying innovations and are
integral. To complement evaluation findings [14] expected to fail or at least
context evaluation, input [11]. waste of resources.
evaluation can be
3. Process
completed. In this stage, 3.2. Components of
information is collected Evaluation Model
regarding the mission,
goals, and plan of the Mahmudi (2011)[9] The
program. Its purpose is to CIPP model has four
assess the program’s continuous elements.
strategy, merit and work
plan against research, the
responsiveness of the
program to client needs,
International Journal of Engineering & Technology
Process evaluation basically Product evaluation aims to
checks implementation measure, interpret,
predetermined plan. The and assess
goal is to give input for the program
manager or manager and his achievements. For
staff regarding suitability further details,
between the implementation Product evaluation
of the plan and the schedule aims to assess the
that has been made success of the
previously and the efficient program in
use of available resources. meeting program
If the plan needs to be target needs.
modified or developed, Assessments about
process evaluation provides the success of this
instructions. There are still program or
goals another thing worth organization
noting, which is to assess collected from
periodically how much far people involved
the acceptance of the individually or
program participants and collective, and
their success in carrying out then analyzed.
their roles; and give notes That is, success or
the complete program failures
implementation of the plan are analyzed from
and its comparison with its various points of
original purpose. Process view.
evaluation can review the
organization's plans 3.3. Criteria For
previous evaluations to Effectiveness Of
identify aspects important Evaluation
from the organization that
must be monitored. Here Evaluation activities are
you have to Keep in mind is always related to
that the evaluation process predetermined criteria that
is primarily aimed at ensure are the objectives of the
the process. Deviations program. The basis of
from the plan originally consideration makes it easy
explained. The main for evaluators to consider
function of process the value or price of the
evaluation is to provide program components that
input that can help they judge, whether they
organizational staff run have been successful in
program according to plan, accordance with the
or maybe modify a plan that previous provisions or not.
turns out to be bad. In turn, In this evaluation the
process evaluation be a approach that will be used
source of information that is is a fidelty approach, where
vital for interpreting results the criteria have been set
product evaluation. before. In this approach the
4. Product criteria approach used is an
approach that refers to the
success criteria for the
implementation of the
quality management
program of electrical
engineering expertise in
vocational secondary
schools referring to the
principles of the
implementation of quality
management systems. [15]
Determining the success of
a program requires an
assessment criterion.
Assessment criteria include
the following:
1. Context criteria
Context criteria in the
Application of Electrical
Engineering Expertise
Quality Management at
Vocational High Schools, it
is said to be effective if: (a)
The school has planned
community needs and
expectations through the
field of activities, vision,
mission and school
objectives or school profile.
(b) The head of the school
has determined the quality
policy and school quality
objectives.
2. Input Criteria
Evaluation of inputs is
intended for school
readiness (principals,
teachers, students, and
facilities and
infrastructure). The input
criteria for the success of
the Implementation of
Quality Management of
Electricity Engineering
Expertise at Vocational
High Schools are said to be
effective if: (a) Teachers are
involved in work
mechanisms, quality plans,
and training, (b) Control of
documents and recordings
as evidence of school
activities.
3. Process Criteria
Process criteria cover all
activities of the process of
applying the quality
management of electrical
engineering expertise in
vocational high schools.
Process components are
said to be effective if: (a)
The existence of standard
operating procedures and
work procedures for
learning procedures to
control the learning process.
(b) The existence of
accurate data and
information in making
decisions such as survey
data on the level of
satisfaction of the working
world of graduate users.
5
4. Product Criteria
The product criteria cover
all activities of the process
of applying the quality
management of electrical
engineering expertise in
vocational high schools,
including the teaching and
learning process. The
product component is said
to be effective if: (a) The
relationship between
teachers and students, the
relationship between the
world of work and the
school and students is well
established and mutually
beneficial. (b)There is
supervision and evaluation
of quality policies and
quality objectives as a
preventive/corrective and
corrective action.
5. Conclusion
CIPP evaluation model is
the most suitable model
used in evaluating the
application of quality
management of electricity
expertise to vocational high
schools because it has a
more holistic, detailed and
broad approach of the
object being evaluated.
CIPP evaluation model
consists of 4 components,
namely Context, input,
process, product. Criteria
for the effectiveness of the
evaluation program on the 4
components of the CIPP
evaluation model in the
form of criteria for Context
effectiveness, criteria for
input effectiveness, process
effectiveness criteria, and
criteria for product
effectiveness. Context
criteria (a) The school has
planned the needs and
expectations of the
community through the
field of activities, vision,
mission and goals of the
school (b) The principal
sets the quality policy and
school quality objectives.
Input Criteria (a) The
teacher is involved in the
work mechanism, quality
plan, and training (b) There
6 International Journal of Engineering & Technology

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