scholarly journals EVALUATION OF THE EXTRACULICULAR DEVELOPMENT PROGRAM OF VOLYBALL IN JUNIOR HIGH SCHOOL

2021 ◽  
Vol 12 (01) ◽  
pp. 73-79
Author(s):  
Siswantoro ◽  
Moch Asmawi ◽  
James Tangkudung
Keyword(s):  
Training Program ◽  
Junior High School ◽  
Development Program ◽  
Product Evaluation ◽  
Development Programs ◽  
Input Process ◽  
Public Middle School ◽  
Communication And Coordination ◽  
Private Government ◽  
Model Context

The purpose of this study was to find out the volleyball extracurricular development program in Tambun Utara sub-district using the CIPP eva-luation model (Context, Input, Process and Product). By using the CIPP method, which was presented by Daniel L. Stuflebeam, it is an evaluation of the Context discussion on the background of the program and the purpose of the coaching program. Input Evaluation is a discussion of the acceptance of athletes, coaches, funds, facilities and infrastructure. Process Evaluation, discussion on the implementation of training, consumption / nutrition, coordination and communication programs. Product evaluation, which is about the results of the guided program achievement which is obtained in the volleyball extracurricular program development. The results of this study were obtained from the results of interviews, observations and documentation studies obtained by the researchers that the volleyball extracurricular training program in Tambun North District Public Middle School had carried out the processes and procedures of sports achievement development programs in general. However, the implementation is constrained by funding, training facilities and infrastructure as well as other facilities that can support the training program. The importance of communication and coordination of sports stakeholders has not run as expected in seeking donors both local and private government.

scholarly journals EVALUASI PELAKSANAAN PROGRAM PENGEMBANGAN KAWASAN MINAPOLITAN DENGAN MODEL CIPP (CONTEX, INPUT, PROCESS, PRODUCT) DI KOTA BITUNG

2017 ◽  
Vol 13 (3A) ◽  
pp. 95
Author(s):  
Silke . Pantouw ◽  
Charles R. Ngangi ◽  
Tommy F. Lolowang
Keyword(s):  
Evaluation Model ◽  
Development Program ◽  
Secondary Data ◽  
Product Evaluation ◽  
The Philippines ◽  
Input Process ◽  
Institutional Aspect ◽  
Implementation Context ◽  
Model Context ◽  
Process Product

This study aims to evaluate the Implementation of Minapolitan Area Development Program with CIPP Model (Context, Input, Process, Product in Bitung City) This research was conducted from May until July 2016 in Bitung City The data collection method used is primary and secondary data. The analytical method used in this research is descriptive qualitative analysis which is used to clearly describe the condition of development of Minapolitan area in Bitung City Evaluation model used is CIPP Evaluation Model (Context, Input, Process, Product, Result) The result of the research is Context Evaluation (1) Based on the evaluation of the implementation context of the development program of Minapolitan area in Bitung City is very suitable if the City of Bitung stipulated by the decree of the minister of marine and fishery Number KEP.32 / MEN / 2010 because Bitung City meets the requirements of a region determined as gai area minapolitan one of which is a strategic location and natural resources available. (2) Based on input evaluais seen from several aspects, among others: (a) infrastructure aspect, (b) institutional aspect and regulation, (c) funding aspect, (3) Based on process evaluation, where the blue ocean port becomes the motto of the mover and the harbor continues to be developed to match the fishing port in the Philippines. (4) Based on product evaluation, the implementation of minapolitan program in Bitung City increases the volume and value of capture fisheries production in Bitung City.

scholarly journals Model Evaluasi CIPP dalam Mengevaluasi Program Tahfiz Selama Daring di SMP Islam Al-Ishlah Bukittinggi

2021 ◽  
Vol 7 (3) ◽  
pp. 73
Author(s):  
Ris Doyok
Keyword(s):  
High School ◽  
Online Learning ◽  
Junior High School ◽  
Learning Process ◽  
Research Method ◽  
Evaluation Model ◽  
Product Evaluation ◽  
Qualitative Approach ◽  
Input Process ◽  
Model Context

Program tahfihz di SMP Islam Al-Ishlah Bukittinggi selama daring (online) mengalami perubahan yang sangat signifikan, mulai dari kesiapan lembaga, guru, siswa, fasilitas, terutama pada saat pelaksanaan proses pembelajaran daring (online) berbagai kendala dihadapi. Tujuan penelitian ini untuk mengetahui implementasi program tahfiz selama proses pembelajaran daring (online). Metode penelitian menggunakan pendekatan kualitatif dengan model evaluasi CIPP (context, input, process, dan product). Hasil dari penelitian ini menunjukkan bahwa evaluasi konteks sudah baik, evaluasi masukan bisa dikatakan baik, evaluasi proses mengalami hambatan yang cukup mengkhawatirkan proses kelangsungan program tahfiz diakibatkan pandemi Covid-19 ini sehingga sangat berdampak pada proses pembelajaran tahfiz, dan evaluasi produk menunjukkan tingkat keberhasilan jauh dari apa yang telah direncanakan. Maka bisa dikatakan bahwa keberhasilan program tahfiz di masa pandemi Covid-19 mengalami kemunduran atau target yang diharapkan tidak tercapai. The tahfihz program at Al-Ishlah Islamic Junior High School Bukittinggi while online underwent very significant changes starting from the readiness of institutions, teachers, students, facilities, especially during the implementation of the online learning process, various obstacles were encountered. The aim is to find out how the tahfiz program is implemented during the online learning process. This research method uses a qualitative approach with the CIPP evaluation model (context, input, process, and product). The results of this study indicate that the context evaluation is good, the evaluation of the input can be said to be good, the evaluation of the process experienced obstacles that were quite worrying for the continuity of the tahfiz program due to the Covid-19 pandemic so that it greatly affected the tahfiz learning process, and the product evaluation showed a success rate far from what had been planned. So, it can be said that the success of the tahfiz program during the Covid-19 pandemic experienced a setback or the expected target was not achieved.

scholarly journals EVALUATION OF EDUCATION AND TRAINING PROGRAM AT MEDAN RELIGIOUS TRAINING CENTER

2021 ◽  
Vol 5 (2) ◽  
pp. 75-85
Author(s):  
Rahmadi Ali ◽  
Rofiqoh Hasan Harahap
Keyword(s):  
Training Program ◽  
Evaluation Model ◽  
Education And Training ◽  
Technical Training ◽  
Legal Basis ◽  
Input Process ◽  
The Government ◽  
Model Context ◽  
And Training ◽  
Product Dimension

This study aims to analyze and evaluate the context, input, process, and product of a substantive technical training program for preparing lesson plans for Madrasah Ibtidaiyah teachers. The study used a qualitative approach with the CIPP evaluation model (context, input, process, and product). The results showed that; first, the context dimension states that the implementation of education and training is by the legal basis for working; second, the input dimension includes the availability of reliable resources, adequate facilities, and infrastructure and financing borne by the government, so that its implementation can be carried out properly; third, the dimension of the process which includes the implementation of programs that are by the predetermined plans and designs; fourth, the product dimension where the teacher already understands the specified competencies.

scholarly journals Pedati Model Online Learning in University

2021 ◽  
Vol 5 (4) ◽  
pp. 663
Author(s):  
I Gede Astawan ◽  
I Wayan Widiana ◽  
Muh Arafik
Keyword(s):  
Online Learning ◽  
Evaluation Model ◽  
Product Evaluation ◽  
Learning Activities ◽  
Research Model ◽  
Research Subjects ◽  
Input Process ◽  
The World ◽  
Learning Programs ◽  
Model Context

Since the COVID-19 pandemic hit the world, various changes have occurred in the world of education. Teachers are required to be able to develop online learning so that learning activities can run smoothly. The purpose of this study was to analyze the effectiveness of online learning in universities. The research subjects were lecturers totalling 22 people. The research object includes the effectiveness of online learning programs in terms of context, input, process, and product. The approach used in this study is evaluative. The research model design used is the CIPP evaluation model (Context, Input, Process and Product Evaluation Model). The data were analyzed descriptively by calculating the percentage. Next, the data were analyzed by the T-Score formula. The level of effectiveness of online learning was analyzed through the quadrant of the "Glickman" model. The results of data analysis showed that online learning in PGSD, in terms of context, descriptively classified as very good, with an effectiveness percentage of 18.18%. Online learning at PGSD Undiksha in terms of input, descriptively is very good, with an effectiveness percentage of 0%. In terms of process, online learning at PGSD Undiksha is descriptively classified as very good, with an effectiveness percentage of -9.09%. In terms of products, online learning at PGSD Undiksha descriptively is classified as very good, with an effectiveness percentage of 18.18%. It can be concluded that the online learning that has been held is excellent and effective.

scholarly journals Departmental Engagement in Doctoral Professional Development: Lessons from Political Science

2019 ◽  
Vol 49 (2) ◽  
pp. 37-53 ◽  
Author(s):  
Loleen Berdahl ◽  
Jonathan Malloy
Keyword(s):  
Professional Development ◽  
Political Science ◽  
Doctoral Students ◽  
Department Chairs ◽  
Development Program ◽  
Career Preparation ◽  
Development Programs ◽  
Canadian Universities ◽  
Communication And Coordination ◽  
Science Departments

There is widespread discussion about the need to develop and enhance the career prospects of PhD graduates, and many Canadian universities are seeking to provide professional development programs and mentorship specifically for doctoral students. This paper considers doctoral career preparation from the department level through an in-depth examination of how Canadian political science departments approach the issue, drawing on a survey of department chairs. We find that departments are supportive of professional development; while departments are not in the position to provide extensive programs and struggle to integrate efforts systematically, they are well-positioned to participate in collaborative approaches and welcome improved communication and coordination. We argue that graduate faculties should consult with departments and engage them in professional development program design, perhaps tailoring to specific disciplines as needed, and that departments should look for opportunities to work with graduate faculties before initiating their own programs.

scholarly journals Using the Context, Input, Process and Product (CIPP) Model in the Evaluation of Training Programs

2018 ◽  
Vol 2 ◽  
pp. 19
Author(s):  
Khalif Ashhabul Umam ◽  
Iip Saripah
Keyword(s):  
Training Program ◽  
Training Programs ◽  
Evaluation Model ◽  
Evaluation Research ◽  
Product Evaluation ◽  
State Agency ◽  
Research Subjects ◽  
Input Process ◽  
Lecture Method ◽  
Evaluation Of Training

Evaluation of training program is made to establish the achievement of program objectives and to provide recommendations for program improvements. In this article, use of the CIPP (Context, Input, Process, and Product) evaluation model in training programs is discussed. It is an evaluation research, with a descriptive quantitative approach involving 16 training program participants as research subjects. The data collection techniques were based on questionnaires as the main instrument, with interview guides and observation guidelines as supporting instruments. The data analysis was made by comparing the scores obtained with the ideal score and multiplying by 100%; the results of these calculations were then grouped into a number of criteria that had been established. The results of the study indicate that the context dimension consisting of training objectives, training needs assessment, and state agency program organizers obtained a PE (Percentage of Effectiveness) score of 75.04%, placing it in the "fair" criterion. In the input dimension, consisting of participant description , instructor condition, infrastructure, training curriculum and instructional media, the PE score was 79.44% again in the "fair" criterion. In the process dimension, comprising lecture method, discussion method, demonstration method, question and answer method, practice method, field visiting method and evaluation of learning outcomes, the PE score obtained was 78.75%, which was also in the "fair" criterion. Finally, in the product dimension of knowledge aspect, attitude aspect and skill aspect, the PE score was 82.29%, in the “good" criterion. Based on the results of the dimension evaluation, the total PE score obtained was 78.88%, or overall in the "fair" criterion. It can be concluded that in general the execution of this training program was successful, so it is recommended that similar programs be conducted again, with some improvements.

scholarly journals EVALUASI PROGRAM PELATIHAN MANAJEMEN (MANAGEMENT TRAINING) LEVEL I PADA SEKOLAH PEMBENTUKAN PERWIRA LEMBAGA PENDIDIKAN DAN PELATIHAN POLRI DI KOTA SUKABUMI JAWA BARAT

2018 ◽  
Vol 9 (2) ◽  
pp. 287-305
Author(s):  
Sutarjo Paring
Keyword(s):  
Training Program ◽  
Police Training ◽  
Management Training ◽  
Product Evaluation ◽  
Education And Training ◽  
Training Level ◽  
Input Process ◽  
Training Institutions ◽  
Level I ◽  
And Training

The purpose of this study was to evaluate the Level I Management Management Training Program in Schools Establishing Officers of Polri Education and Training Institutions in Sukabumi City, Jawa Barat. is a qualitative research with an evaluation approach using the Context, Input, Process, and Product (CIPP) model. Data collection methods are triangulated using questionnaires, interviews, and documentation studies. The results of the study show that: 1) Evaluation of Context: Having a strong legal basis and government policy, has very clear goals and objectives. 2) Evaluation of Input: Qualifications of educator participants and instructors in accordance with predetermined criteria, Availability of funds, availability of facilities and infrastructure, but not meeting the level-I management training standards and needs, and good communication and collaboration between relevant stakeholders. 3) Process Evaluation: Planning training in accordance with what has been stipulated in the provisions. However, in preparing the education of prospective officers, it should be carried out in the second stage. The implementation of training runs well and in accordance with the provisions in the provisions. 4) Product Evaluation: trainees of the Level I Management Training Program in Schools Establishing Officers of the National Police Training and Education Institute in Sukabumi City, West Java has been very satisfying by showing the value of the training. It is recommended to provide a comprehensive evaluation of the Level I Management Management Training Program in Schools Establishing Officers of Polri Education and Training Institutions in Sukabumi City, Jawa Barat.   Abstrak Tujuan penelitian ini adalah untuk mengevaluasi Program Pelatihan Manajemen (Management Training) Level I Pada Sekolah Pembentukan Perwira Lembaga Pendidikan Dan Pelatihan Polri Di Kota Sukabumi Jawa Barat. merupakan penelitian kualitatif dengan pendekatan evaluasi menggunakan model Context, Input, Process, and Product (CIPP). Metode pengumpulan data secara triangulasi menggunakan kuisioner, wawancara, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa: 1) Evaluasi Context: Memiliki dasar hukum dan kebijakan pemerintahyang kuat, mempunyai tujuan dan sasaran yang sangat jelas. 2) Evaluasi Input: Kualifikasi peserta dan pengajar pendidik sesuai dengan kriteria yang telah ditetapkan, Tersedianya dana, Tersedianya sarana dan prasarana, namun belum memenuhi standard dan kebutuhan pelatihan manajemen level-I, dan terjalin komunikasi dan kerjasama yang baik antar stakeholder yang terkait. 3) Evaluasi Process: Perencanaan pelatihan sesuai dengan yang telah ditetapkan pada ketentuan, Namun dalam penyusunan pendidikan calon perwira harusnya dilaksanakan pada tahap ke dua, Pelaksanaan pelatihan berjalan baik dan sesuai dengan yang telah ditetapkan pada ketentuan, dan Pelaksanaan evaluasi berjalan baik. 4) Evaluasi Product: Peserta pelatihan Program Pelatihan Manajemen (Management Training) Level I Pada Sekolah Pembentukan Perwira Lembaga Pendidikan Dan Pelatihan Polri Di Kota Sukabumi Jawa Barat sudah sangat memuaskan dengan menunjukkan nilai hasil dari pelatihan. Disarankan memberikan evaluasi secara komprehensif terhadap Program Pelatihan Manajemen (Management Training) Level I Pada Sekolah Pembentukan Perwira Lembaga Pendidikan Dan Pelatihan Polri Di Kota Sukabumi Jawa Barat. Kata Kunci: Evaluasi Program,Program Pelatihan Manajemen Level-I

scholarly journals Evaluasi Program Pembelajaran di PAUD Inklusi dengan Model Context, Input, Process, and Product (CIPP)

INKLUSI ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 179
Author(s):  
Subar Junanto ◽  
Nur Arini Asmaul Kusna
Keyword(s):  
Inclusive Education ◽  
Education Program ◽  
Evaluation Model ◽  
Individualized Education Program ◽  
Product Evaluation ◽  
Input Process ◽  
Learning Program ◽  
Individualized Education ◽  
Islamic School ◽  
Model Context

The Context, Input, Process, and Product (CIPP) evaluation model is commonly used to evaluate a program, including a learning program. This study aimed at assessing the implementation of the learning program in Inclusive Early Childhood Education (PAUD) using the CIPP model. This is a qualitative study at the Lazuardi Kamila GIS Surakarta Pre-kindergarten and Kindergarten. Data are collected through observation and interviews. The finding of the context evaluation showed that in the planning, the therapist and the teacher coordinated to determine the material. The input evaluation showed the availability of necessary facilities provided by the school. In the process evaluation showed that children with disabilities were educated in the same class and curriculum with other students and curriculum; only their assessment was made different as reflected in the IEP (Individualized Education Program). Product evaluation showed that Pra TK-TK Lazuardi Kamila GIS Surakarta has provided an inclusive education.[Evaluasi dengan model Context, Input, Process, and Product (CIPP) digunakan untuk menilai sebuah program, termasuk program pembelajaran. Penelitian ini bertujuan untuk mengevaluasi pembelajaran di sebuah Pendidikan Anak Usia Dini (PAUD) inklusif dengan menggunakan model evaluasi CIPP. Penelitian ini adalah penelitian deskriptif kualitatif dengan pendekatan studi kasus di Pra TK dan TK Lazuardi Kamila Global Islamic School Surakarta. Metode pengambilan data meliputi observasi dan wawancara terhadap guru pendamping Khusus (GPK), guru kelas, dan kepala sekolah. Hasil evaluasi context menunjukkan bahwa pada aspek perencanaan pembelajaran, terapis dan guru berkoordinasi untuk menentukan materi yang akan diberikan ke siswa. Evaluasi input menunjukkan  ketersediaan sarana prasarana yang didukung oleh alat-alat dari Pelangi. Evaluasi proses menunjukkan pembelajaran antara peserta didik reguler dengan anak difabel disamakan dan hanya ketika evaluasi untuk anak difabel sesuai dengan IEP (Individualized Education Program) yang telah ditentukan terapis dan guru sentra. Evaluasi produk menunjukkan bahwa layanan inkusi telah dilakukan oleh  lembaga ini.]

scholarly journals EVALUATION OF FOOTBALL DEVELOPMENT PROGRAM AT ASIOP FOOTBALL ACADEMY IN JAKARTA

2021 ◽  
Vol 12 (02) ◽  
pp. 143-161
Author(s):  
Fitriani ◽  
Firmansyah Dlis ◽  
Aan Wasan
Keyword(s):  
Data Collection ◽  
Parental Support ◽  
Development Program ◽  
Monitoring And Evaluation ◽  
Product Evaluation ◽  
Development Programs ◽  
Process Implementation ◽  
Coaching Process ◽  
Component Systems ◽  
Football Coaching

This study aims to evaluate the context component (program background, vision, and mission, objectives, strategies, organizational structure), and training development programs and management programs, evaluate the Input component (systems for recruiting and coaching trainers, facility support, student recruitment and coaching systems, training program, parental support and views, financial support, and enforcement of rules). To evaluate the components of the process implementation, monitoring and evaluation of the program. To evaluate the components of the product (individual and team results and contributions to Indonesian football). This study uses a qualitative method. The subjects in this study were the overall components of ASIOP Football Academy, namely administrators, coaches, students and parents. Data collection techniques used are observation, interviews, documents, and data triangulation. The data analysis techniques used are as follows: (1) data collection, (2) data reduction, (3) data presentation, and (4) conclusion drawing and verification. This study resulted in (1) Context evaluation of soccer coaching at ASIOP Football Academy being in a good category, (2) Evaluation of Input on soccer coaching at ASIOP Football Academy being in a good category, (3) Evaluation of soccer coaching process at ASIOP Football Academy. ASIOP Football Academy is in a good category, (4) Product evaluation of football coaching at ASIOP Football Academy is in a good category.

Empowering Teachers with Strategies for Efficient Learning and Functioning through Video-Assisted Staff Development

1992 ◽  
Vol 11 (3) ◽  
pp. 35-42 ◽  
Author(s):  
Marshall Welch ◽  
Gordon S. Gibb ◽  
M. Winston Egan
Keyword(s):  
Staff Development ◽  
Training Program ◽  
Development Program ◽  
Development Programs ◽  
Future Directions ◽  
Delivery Model ◽  
Video Assisted ◽  
Empowering Teachers ◽  
Efficient Learning ◽  
Type Of Delivery

This article describes a video-assisted staff development program that can be delivered at the building or district level. This report includes: (a) a critical perspective of staff development programs, (b) reconceptualization of staff development, (c) the use of video-mediated staff development, (d) a service delivery model known as “Professor Plus”, (e) the content of the video-assisted SELF training program, (f) the results of the program's pilot field test and, (g) the results of afield-based investigation designed to assess the effectiveness of the video-assisted SELF training program. The article concludes with a discussion of implications and future directions for this type of delivery model for staff development.

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