Independent Evaluation Policy for Admission of New Students Examination Outcome Phase
Suandi Silalahi1, Sugiarto2, Nurhattati3, Suryadi4, Eliana Sari5

1Suandi Silalahi, Post Graduated, Departmen of Educational Management, Universitas Negeri Jakarta.
2Sugiarto, Lecturer, Universitas Negeri Jakarta.
3Nurhattati, Lecturer, Universitas Negeri Jakarta.
4Suryadi, Lecturer, Universitas Negeri Jakarta.
5Eliana Sari, Lecturer, Universitas Indonesia.
Manuscript received on 15 October 2019 | Revised Manuscript received on 21 October 2019 | Manuscript Published on 02 November 2019 | PP: 99-106 | Volume-8 Issue-2S9 September 2019 | Retrieval Number: B10230982S919/2019©BEIESP | DOI: 10.35940/ijrte.B1023.0982S919
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Abstract: This study was conducted to obtain valid information and can be trusted on the initial conditions (antecedents), policy implementation, and variations in the results (outcomes) Exam Independently implementation at the University of North Sumatra. In evaluating the aspects of the Exam independently by USU, it is carried out through a formal evaluation approach. Formal evaluation uses laws, program / policy documents, interviews with office holders in this case as policy implementers by identifying, defining, and specifying policy objectives and targets. (Luankali, 2007). In formal evaluation the type of evaluative criteria that is most often used is effectiveness. Evaluating the implementation of the Examination Policy independently at the University of North Sumatra as an object of research to: (1) assess how much a policy can achieve its objectives; (2) provide guidance to policy implementers regarding how smoothly the trip or the policy process is implemented; and (3) providing important indicators for policy makers in the future; and furthermore, (4) evaluating the outcome (outcome) of the policy is aimed at seeing the extent to which the results of the policy implementation result. In this evaluation, measures and interpretations of the success of the policies are carried out which include: evaluation; implementation of new student admission policies through the Independent Examination at USU. This research is a type of evaluation research, policy / program implementation in the context of Evaluating the Implementation of Acceptance Policy for New Students Through Independent Exams at USU. So the researchers chose to useEvaluation Model Stake’s Countenance. In this study theevaluation model Stake countenance used includes three stages or three phases namely antecedents (initial conditions), transactions (implementation process), outcomes (results obtained). The researcher used Stake’s (1967) countenance model (Taybnafis, 2008: 21) because this model according to Taybnafis was that the analysis of the evaluation process presented by Stake had a considerable impact on the evaluation field and was conceptually very strong. (Stake, 1967). Data collection techniques use analysis of literature studies, secondary data documents, observations, and in-depth interviews that support the validity analysis. The results of this study illustrate: (1) the preliminary phase process (formulation of policy making), (2) the phase of the transaction (planning, implementation, organizing, and supervisory policy (3) the phase of the results of the implementation of independent examinations in accepting new students at the University of Sumatra North In accordance with the Stake model, this paper describes two main ways of processing descriptive evaluation data, the contingency between antecedents, transactions and results and finding conformity between the intensity and observations of each phase and assessment made by evaluators based on certain standard criteria. results that can be one of the references in the new student admission policy at PTN.
Keywords: Evaluation, Policy Implementation, New Student Admission, Outcome.
Scope of the Article: Smart Learning and Innovative Education Systems