Empowerment of teachers as evaluators of asynchronous learning based on the combination of the CSE-UCLA model with Daiwi Sampad

Abstract

The main objective of this research was to show the effectiveness level of the empowerment implementation of teachers as evaluators of asynchronous learning based on a combination of the Centre for the Study of Evaluation-University of California in Los Angeles (CSE-UCLA) model with Daiwi Sampad concept. This research was conducted using a quantitative approach in the form of a survey. This study involved 10 elementary school teachers as participants in empowerment activities. Data collection tools were in the form of questionnaires, cognitive tests, and documentation. The technique used to analyse the data was quantitative descriptive. The effectiveness of implementing empowerment activities can be seen from the percentage level of participants’ satisfaction and the quality level of the participant’s cognitive abilities. The research results showed that the percentage level of participants’ satisfaction was 90.33%, which was included in the good category. The quality level of the teachers’ cognitive abilities who participated in the empowerment activities was 86.90, which was also in the good category. In general, these empowerment activities had been running effectively and had been able to improve the quality of teachers’ cognitive ability as evaluators of asynchronous learning.

Keywords: Empowerment, evaluators, asynchronous learning, CSE-UCLA model, Daiwi Sampad.