ABSTRACT
This study aims to determine the management and implementation of courses practicing in the Early Childhood Education Study Program. The evaluation was done using the “The Hierarchy of Policy Process” framework of Bromley (1989). The analysis is conducted on three levels of policy-making hierarchy, 1) Level of policy-making itself, 2) Level of strategy formulation to implement the policy, and 3) the operational Level in implementing the policy. The approach used in this research is “Context, Input, Process, Product/CIPP” by looking at these four components in the implementation of tutorials in practicing subjects. The results of this study are 1). Policies related to the assignment of courses with practical assignments have been made at UT, contained in the UT Catalog as reference for all related units in the implementation of face-to-face tutorials. However, UT Catalog has not been used as the main reference in implementing tutorials, either by tutors or students. 2). Formulation of strategies for conducting practicing course tutorials has been done by preparing tutorial support components in the Distance Learning Program Unit in the region. However, there is less synergy between UT policy and implementation strategy of practicing subjects in the field, 3). Tutor’s perception of the course tutorial process is very good, seen from the learning strategy used in the tutorial, 4). Students’ perceptions of the course tutorial process are inadequate because the information contained in the UT Catalog is not fully understood 5). Implementation of tutorials for practice courses takes place, especially when tutors have a high commitment to helping students learn.
