EVALUASI UJI KOMPETENSI KENAIKAN JENJANG (UKKJ) JABATAN FUNGSIONAL PAMONG BELAJAR TAHUN 2025 DI DIREKTORAT GURU PENDIDIKAN ANAK USIA DINI DAN PENDIDIKAN NONFORMAL KEMENDIKDASMEN

ALIYA RAHMAH, . (2026) EVALUASI UJI KOMPETENSI KENAIKAN JENJANG (UKKJ) JABATAN FUNGSIONAL PAMONG BELAJAR TAHUN 2025 DI DIREKTORAT GURU PENDIDIKAN ANAK USIA DINI DAN PENDIDIKAN NONFORMAL KEMENDIKDASMEN. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengevaluasi pelaksanaan Uji Kompetensi Kenaikan Jenjang (UKKJ) Jabatan Fungsional Pamong Belajar tahun 2025 berdasarkan komponen context, input, process, dan product (CIPP). Penelitian menggunakan pendekatan kualitatif dengan metode evaluatif. Penentuan informan dilakukan menggunakan purposive sampling dengan kriteria informan memiliki pengetahuan dan keterlibatan langsung dalam pelaksanaan UKKJ JF Pamong Belajar. Teknik pengumpulan data meliputi wawancara, observasi, dan studi dokumentasi, sedangkan analisis data dilakukan melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) aspek context telah memiliki dasar kebijakan dan tujuan sesuai dengan pedoman penyelenggaraan UKKJ; (2) aspek input menunjukkan sumber daya memadai, namun instrumen uji belum sesuai standar kompetensi; (3) aspek process telah berjalan sesuai petunjuk teknis penyelenggaraan UKKJ; (4) aspek product menunjukkan pelaksanaan UKKJ telah menunjukkan ketercapaian hasil melalui kelulusan peserta dan pemanfaatannya untuk kenaikan jenjang jabatan sesuai standar nilai yang telah ditetapkan dalam pedoman penyelenggaraan UKKJ. Kesimpulannya, pelaksanaan UKKJ JF Pamong Belajar telah berjalan dengan cukup baik sesuai dengan pedoman penyelenggaraan UKKJ. Evaluasi ini dilakukan sebagai upaya untuk memberikan gambaran mengenai pelaksanaan program serta mendukung peningkatan kualitas UKKJ dan pengembangan program secara berkelanjutan ***** This study aims to evaluate the implementation of the Competency Assessment for Promotion (UKKJ) of Pamong Belajar Functional Officers in 2025 based on the Context, Input, Process, and Product (CIPP) evaluation model. The study employed a qualitative approach with an evaluative method. Informants were selected using purposive sampling based on their knowledge of and direct involvement in the implementation of the UKKJ for Pamong Belajar. Data were collected through interviews, observations, and document analysis, while data analysis was conducted through data reduction, data display, and conclusion drawing. The findings revealed that: (1) the context component had established policy foundations and objectives that were aligned with the UKKJ implementation guidelines; (2) the input component indicated that the available resources were adequate, although the assessment instruments had not fully met the competency standards; (3) the process component had been implemented in accordance with the technical guidelines for UKKJ administration; and (4) the product component demonstrated that the UKKJ achieved its intended outcomes, as evidenced by participants’ successful completion of the assessment and the utilization of the results for career advancement based on the minimum passing standards stipulated in the UKKJ guidelines. In conclusion, the implementation of the UKKJ for the Functional Position of Pamong Belajar was generally carried out effectively and in accordance with the established guidelines. This evaluation provides a comprehensive overview of the program implementation and serves as a basis for improving the quality of the UKKJ and supporting its continuous development.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Prof. Dr. Unifah Rosyidi, M.Pd; 2). Dr. Evitha Soraya, M.Pd.
Subjects:	Pendidikan > Evaluasi Pendidikan Pendidikan > Kualifikasi dan Profesionalitas Guru
Divisions:	FIP > S1 Manajemen Pendidikan
Depositing User:	Users 33632 not found.
Date Deposited:	15 Jun 2026 02:08
Last Modified:	15 Jun 2026 02:08
URI:	http://repository.unj.ac.id/id/eprint/66308

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