In a recent evaluation of the online testing program implemented for Class XII students at SMK Negeri 4 Jakarta, researchers have uncovered significant challenges that could impact the future of educational assessment in vocational schools, particularly within the construction sector. The study, led by Erni Kristiyani from the State University of Jakarta, utilized the Context, Input, Process, Product (CIPP) evaluation model to assess the efficacy of the program, which aimed to modernize testing methods in the Stone Concrete Construction Engineering Department.
The findings reveal that while the initiative was designed to enhance learning and assessment through digital means, it fell short of expectations. With an average student score of 72, which is below the Kriteria Ketuntasan Minimal (KKM) of 75, the program’s effectiveness is called into question. Kristiyani noted, “The implementation of the online testing program has not succeeded as anticipated, indicating a need for substantial improvements, particularly in internet connectivity and technological resources.”
The study involved a sample of 26 students, a teacher, and the Head of IT at the school, who provided insights into the operational challenges faced during the testing period. Key obstacles included unreliable school Wi-Fi, frequent server downtimes, and the requirement for students to bring their own laptops and modems. These issues not only hindered the testing process but also highlighted a broader concern regarding the readiness of educational institutions to transition to online assessments.
For the construction sector, these findings are particularly relevant. As the industry increasingly adopts digital tools and technologies, the ability of future professionals to adapt to online systems becomes critical. The challenges faced by students today could translate into a workforce that is less prepared for the demands of modern construction environments. “If students cannot effectively engage with online testing, we risk graduating individuals who are not equipped for the digital landscape of the construction industry,” Kristiyani emphasized.
The research suggests that improving internet infrastructure and access to necessary technological tools is essential for the success of online education programs. This could lead to a more competent workforce, better prepared to meet the evolving needs of the construction sector. With the right investments in technology and training, educational institutions can play a pivotal role in shaping a skilled labor force that is adept at using digital tools in construction.
As the findings of this study are published in ‘Jurnal Pensil’ (Pencil Journal), it serves as a crucial reminder of the ongoing need for educational reform in vocational training. The implications of this research extend beyond the classroom, potentially influencing how construction companies approach training and workforce development in the future. For more insights on this topic, visit State University of Jakarta.