Design of New Evaluation Model Based on Discrepancy Daiwi Asuri Sampad

Dewa Gede Hendra Divayana, I Putu Wisna Ariawan, Agus Adiarta


The effectiveness of flipped learning can be realized if the dominant aspects that become positive and negative inequalities are known from the beginning. Positive inequality is used to indicate aspects that support the successful flipped learning implementation. Negative inequality is used to indicate aspects that need attention for improvement in a better direction. The reality is very difficult to determine the aspects that are included in the positive and negative inequalities. Therefore, an innovation of the IT education evaluation model is needed to be able to solve those problems. The DIVAYANA model that is modified with the Discrepancy model and integrated with the Daiwi Sampad and Asuri Sampad concepts can be used as an innovation in the field of IT education evaluation. The main objective of this research was to show the design quality of the new evaluation model integrated with Balinese local wisdom. It is called the DIVAYANA model based on the Discrepancy Daiwi Asuri Sampad which can be used to evaluate the effectiveness of flipped learning implementation at IT vocational schools. This research was carried out by following the stages of the Borg and Gall development model. This research only focused on five stages from a total of ten development stages. Those stages included: 1) research and field data collection, 2) planning, 3) design development, 4) initial trials, and 5) revision of initial trials. The subjects involved in collecting field data were six people. The subjects involved in planning and designing of evaluation model were three people. The subjects involved in the initial trials were 44 people. Subjects involved in the revision of initial trial results were three people. Questionnaires were used to collect field data and conduct preliminary trials. The results of data collection from the initial trial results were analyzed using quantitative descriptive analysis techniques by percentage descriptive calculations. The results showed that the quality level of the DIVAYANA model design based on the Discrepancy Daiwi Asuri Sampadwas 88.25%. So that the design was included in the good category and can be used to determine the dominant aspects that become the positive and negative inequalities in flipped learning implementation. The contribution of this research to the field of education is to show the existence of a new evaluation model in the IT education field which can be used to determine the dominant aspects that become positive and negative inequalities in supporting the successful flipped learning implementation at IT vocational schools.


Doi: 10.28991/ESJ-2022-06-01-013

Full Text: PDF


Design of New Evaluation Model; DIVAYANA Model; Discrepancy Model; Daiwi Sampad; Asuri Sampad; Flipped Learning.


Antonopoulou, H., Halkiopoulos, C., Barlou, O., & Beligiannis, G. N. (2021). Transformational Leadership and Digital Skills in Higher Education Institutes: During the Covid-19 Pandemic. Emerging Science Journal, 5(1), 1–15. doi:10.28991/esj-2021-01252.

Handayani, D. P., Sutarno, H., & Wihardi, Y. (2018). Design E-learning with Flipped Learning Model to Improve Layout Understanding the Concepts Basic of the Loop Control Structure. Journal of Physics: Conference Series, 1013, 1–8. doi:10.1088/1742-6596/1013/1/012100.

Zhao, A., & Sun, C. (2018). Study on the Evaluation System of Flipped Classroom Teaching in Colleges and Universities. Advances in Social Science, Education and Humanities Research, 221, 155–159. doi:10.2991/ceed-18.2018.32.

Wozny, N., Balser, C., & Ives, D. (2018). Evaluating the Flipped Classroom: A Randomized Controlled Trial. Journal of Economic Education, 49(2), 115–129. doi:10.1080/00220485.2018.1438860.

Kim, S. (2018). How to Evaluate Learning in a Flipped Learning. Journal of Educational Evaluation for Health Professions, 15(21), 1–2. doi:10.3352/jeehp.2018.15.21.

Ha, A. S., O’Reilly, J., Ng, J. Y. Y., & Zhang, J. H. (2019). Evaluating the Flipped Classroom Approach in Asian Higher Education: Perspectives from Students and Teachers. Cogent Education, 6(1), 1–12. doi:10.1080/2331186X.2019.1638147.

Gómez-Carrasco, C. J., Monteagudo-Fernández, J., Moreno-Vera, J. R., & Sainz-Gómez, M. (2020). Evaluation of a Gamification and Flipped-Classroom Program Used in Teacher Training: Perception of Learning and Outcome. PLOS ONE, 15(7), 1–19. doi:10.1371/journal.pone.0236083.

Divayana, D. G. H. (2020). Utilization of DIVAYANA Formula in Evaluating of Suitable Platforms for Online Learning in the Social Distancing. International Journal of Interactive Mobile Technologies, 14(20), 50–75. doi:10.3991/IJIM.V14I20.15787.

Divayana, D. G. H., Suyasa, P. W. A., & Widiartini, N. K. (2021). An Innovative Model as Evaluation Model for Information Technology-Based Learning at ICT Vocational Schools. Heliyon, 7(2), 1–13. doi:10.1016/j.heliyon.2021.e06347.

Naswardi. (2017). Evaluation of Community Services and Mediation Services Infringement of Children’s Rights in the Commission of Indonesian Child Protection. International Journal of Human Capital Management, 1(2), 37–44. doi:10.21009/ijhcm.01.02.05.

Jayanta, I. N. L., Suryantari, K. D., & Sumantri, M. (2017). An Analysis of Discrepancy between the Lesson Plan and the Implementation of Curriculum 2013 in Teaching and Learning Process in SD Negeri 4 Kaliuntu. Journal of Education Research and Evaluation, 1(2), 73–81. doi:10.23887/jere.v1i2.9839.

Sulistyawati. (2017). Balinese ‘Umah’ Architecture as Implementation of Hindu Religion in Bali. International Journal of Multidisciplinary Educational Research, 6(11–4), 72–92.

Suparta, N., Suarka, I. N., Tantra, D. K., & Bidura, I. G. N. G. (2019). Wewalungan Ritual of Hindu’s Tawur Tabuh Gentuh at Besakih Temple, Bali, Indonesia. International Journal of Multidisciplinary Approach and Studies, 6(4), 80–91.

Putrayasa, I. B. (2017). Literature as Media Education Nation Character Values. International Journal of Linguistics, Literature, and Culture, 3(3), 1–9. doi:10.21744/ijllc.v3i3.443.

Suwardani, N. P., Paramartha, W., & Indiani, N. M. (2019). Formatting of Religious Attitude of Hindu Bali Youth in the Context of Religion Conversion (Ethnopedagogy Study in Taro Tegalalang Village, Gianyar). Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies, 3(2), 240–249. doi:10.25078/ijhsrs.v3i2.1004.

Sickle, J. R. V. (2016). Discrepancies between Student Perception and Achievement of Learning Outcomes in a Flipped Classroom. Journal of the Scholarship of Teaching and Learning, 16(2), 29–38. doi:10.14434/josotl.v16i2.19216.

Vogelsang, K., & Hoppe, U. (2018). Development of an Evaluation for Flipped Classroom Courses. MKWI 2018 – Multi Konferenz Wirtschafts Informatik, 2018-March, 821–832.

Shiau, S., Kahn, L. G., Platt, J., Li, C., Guzman, J. T., Kornhauser, Z. G., Keyes, K. M., & Martins, S. S. (2018). Evaluation of a Flipped Classroom Approach to Learning Introductory Epidemiology. BMC Medical Education, 18(1), 1–8. doi:10.1186/s12909-018-1150-1.

Bergfjord, O. J., & Heggernes, T. (2016). Evaluation of a “Flipped Classroom” Approach in Management Education. Journal of University Teaching and Learning Practice, 13(5), 1–13. doi:10.53761/

Hendikawati, P., Zahid, M. Z., & Arifudin, R. (2019). Android-Based Computer Assisted Instruction Development as a Learning Resource for Supporting Self-Regulated Learning. International Journal of Instruction, 12(3), 389–404. doi:10.29333/iji.2019.12324a.

Wibawa, B., & Paidi. (2019). The Development of Blended Learning Based on Handphone for Computer System Subject on XI Grade of SMKN 1 Bengkulu City. Humanities and Social Sciences Reviews, 7(3), 497–502. doi:10.18510/hssr.2019.7373.

Martín, J. C., Román, C., & Gonzaga, C. (2018). How Different N-Point Likert Scales Affect the Measurement of Satisfaction in Academic Conferences. International Journal for Quality Research, 12(2), 421–440. doi:10.18421/IJQR12.02-08.

Dalimunte, M., & Salmiah, M. (2019). Students’ Ability at Changing Direct into Indirect Speech and Indirect into Direct Speech. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 2(2), 178–185. doi:10.33258/birci.v2i2.249.

Sari, S. A., & Rezeki, Y. S. (2019). The Development of an Ingenious Circuit Based on Chemo-Edutainment Learning. International Journal of Educational Research Review, 4(1), 15–25. doi:10.24331/ijere.467078.

Sugiharni, G. A. D. (2021). Instrument Development Design for Metacognitive Determination in Calculus Problem Solving. Journal of Physics: Conference Series, 1918, 1–6. doi:10.1088/1742-6596/1918/4/042061.

Sari, L. Y., Susanti, D., Fitriani, V., & Supriatno, B. (2020). How to Validity Handbook in Introduction and Laboratory Techniques Oriented PBL. International Journal of Progressive Sciences and Technologies, 19(1), 250–254. doi:10.52155/ijpsat.v19.1.1625.

Tusar, T., & Filipic, B. (2015). Visualization of Pareto Front Approximations in Evolutionary Multiobjective Optimization: A Critical Review and the Prosection Method. IEEE Transactions on Evolutionary Computation, 19(2), 225–245. doi:10.1109/TEVC.2014.2313407.

Huda, M. Q., & Hussin, H. (2016). Evaluation Model of Information Technology Innovation Effectiveness Case of Higher Education Institutions in Indonesia. 2016 International Conference on Informatics and Computing, ICIC 2016, 1–6. doi:10.1109/IAC.2016.7905719.

Suarez, E. G, & Toro, R. M. (2018). Evaluación del desempeño docente: Preparación para el aprendizaje de los estudiantes en el Marco de Buen Desempeño Docente (Teaching Performance Evaluation Model: Preparation for Student Learning within the Framework for Teacher Good Performance). Propósitos y Representaciones, 6(2), 431–452. doi:10.20511/pyr2018.v6n2.236.

Anh, V. T. K. (2018). Evaluation Models in Educational Program: Strengths and Weaknesses. VNU Journal of Foreign Studies, 34(2), 140–150. doi:10.25073/2525-2445/vnufs.4252.

Vargas, J., Moreno, M. C., & Isaza, L. (2018). Evaluation Model Based on Artificial Neural Networks for the Use and Appropriation of Information and Communication Technologies in Higher Education Teachers. International Journal of Applied Engineering Research, 13(12), 10169–10174.

Sohrabi, Z., Keshavarzi, M. H., Pourbairamian, G., Ramezani, G., & Ghanavati, S. (2020). Flipped Classroom & Kirkpatrick: Steps Toward Innovation in Education & Evaluation. Biomedical Journal of Scientific & Technical Research, 29(3), 22489–22494. doi:10.26717/bjstr.2020.29.004811.

Gan, Q. (2020). Research on the Emotional Cognitive Evaluation Model Based on Artificial Neural Network. E3S Web of Conferences, 145, 1–5. doi:10.1051/e3sconf/202014501040.

Khatibi, V., Keramati, A., & Shirazi, F. (2020). Deployment of a Business Intelligence Model to Evaluate Iranian National Higher Education. Social Sciences & Humanities Open, 2(1), 1–9. doi:10.1016/j.ssaho.2020.100056.

Pereira, C.A., Araujo, J. F. F. E., & Machado-Taylor, M. D. L. (2018). The Brazilian Higher Education Evaluation Model: “SINAES” Sui Generis?. International Journal of Educational Development, 61, 5–15. doi:10.1016/j.ijedudev.2017.11.007.

Wakitani, S., Yamamoto, T., Morishige, C., Adachi, T., Harada, Y., & Muraoka, T. (2019). Practice and Evaluation of Model Based Development (MBD) Education. IFAC-PapersOnLine, 52(9), 206–211. doi:10.1016/j.ifacol.2019.08.197.

Germán-Salló, Z., Grif, H.Ş., & Gligor, A. (2017). An Evaluation Model for Functionality Analysis of Remote Laboratories and Simulations in Engineering Education. Procedia Engineering, 181, 1058–1063. doi:10.1016/j.proeng.2017.02.507.

Sholeh, M., & Trihantoyo, S. (2020). Evaluating Teachers’ Assignment Implementation as School Principals Preparation Program in Indonesia. Advances in Social Science, Education and Humanities Research, 387, 151–154. doi:10.2991/icei-19.2019.36.

Setiawan, I., Madhakomala, D., & Sujanto, B. (2019). The Evaluation of Integrated and Holistic Education System (Ihes) Program in Gema Nurani Integrated and Holistic Islamic Elementary School, Bekasi, West Java. Universal Journal of Educational Research, 7(9A), 162–170. doi:10.13189/ujer.2019.071619.

Aw, S. (2018). An Evaluation of a Public Relations Program in Promoting Synergistic Cooperation between Schools and Industries. Problems and Perspectives in Management, 16(4), 353–364. doi:10.21511/ppm.16(4).2018.29.

Aliyyah, R. R., Rosyidi, U., & Yazid, R. (2019). An Evaluative Study of an Education Scholarship Program (Bidik Misi) for Students in Indonesia. Journal of Physics: Conference Series, 1175, 1–6. doi:10.1088/1742-6596/1175/1/012171.

Mauliate, H. D., Rahmat, A., & Wachidah, S. (2019). Evaluation the Lesson Plan of English Language Learning in Junior High School, Seraphine Bakti Utama West Jakarta. International Journal of Scientific Research and Management, 7(7), 1078–1086. doi:10.18535/ijsrm/v7i7.el02.

Sithole, E. S. M., & Mafa, O. (2017). An Assessment of the Theory and Practice of Inclusive Education, with Special Reference to Secondary Teacher Education in Zimbabwe. International Journal of Science and Research (IJSR), 6(4), 1230–1241. doi:10.21275/ART20172402.

Ndayizeye, O. (2017). Discrepancies in Assessing Undergraduates’ Pragmatics Learning. Research and Evaluation in Education, 3(2), 133–143. doi:10.21831/reid.v3i2.14487.

Herawati, E. S. B., Suryadi, & Sujanto, B. (2019). Evaluating the Implementation of Policy on Education Board. International Journal for Educational and Vocational Studies, 1(3), 236–243. doi:10.29103/ijevs.v1i3.1584.

Full Text: PDF

DOI: 10.28991/ESJ-2022-06-01-013


  • There are currently no refbacks.

Copyright (c) 2022 Dewa Gede Hendra Divayana, I Putu Wisna Ariawan, Agus Adiarta