scholarly journals Evaluation of hybrid learning in college using CIPP model

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Risky Setiawan ◽  
Aman Aman ◽  
Lantip Diat Prasojo ◽  
Kunal Mehta
Keyword(s):  
Online Learning ◽  
Evaluation Model ◽  
Educational Institution ◽  
Hybrid Learning ◽  
Evaluation Study ◽  
Average Score ◽  
Cipp Model ◽  
Learning Evaluation ◽  
Technology And Communication ◽  
Method Approach

Learning in the millennial era provides significant changes in technology and communication. The COVID pandemic period requires every educational institution, especially universities, to carry out online learning. This influences the performance of lecturers in the online learning process, especially the implementation of hybrid learning at Universitas Negeri Yogyakarta (UNY). The purpose of this study is to (1) describe the implementation of hybrid learning at UNY; (2) know the hybrid learning lecture model carried out at UNY; (3) describe the results of hybrid learning evaluation. This research is an evaluation study with a mixed-method approach that is a mixture of qualitative and quantitative. The evaluation model selected is the CIPP model from Stufflebeam. This model was chosen because the evaluation is comprehensive, including (1) context, (2) input, (3) process, and (4) product. The results show that the hybrid learning evaluation model developed through the instrument already met an excellent construct of loading factor values and had a composite reliability score above 0.7 and Cronbach alpha above 0.6. Implementation of difficulties or obstacles to hybrid learning includes heterogeneity of origin of student residence to make the emergence of internet network signal problems. In comparison, the problem of lecturers is that not all lecturers have skills for technology and media in the implementation of hybrid learning. The results of hybrid learning evaluation showed that the value of context, input, process, and product aspects fall into the category of "excellent," i.e., with a total average score of 3.05.

IMPLEMENTATION OF CIPP MODEL FOR ONLINE LEARNING EVALUATION DURING COVID-19 PANDEMIC

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Heni Purwaningsih ◽  
Hanandyo Dardjito
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Discourse Analysis ◽  
Human Resource ◽  
Document Analysis ◽  
Average Score ◽  
Input Process ◽  
Cipp Model ◽  
Learning Evaluation ◽  
Process Product

This study aims to evaluate the (TESOL) English online learning in a private middle-school in Bantul, Yogyakarta, Indonesia using the Context, Input, Process, Product (CIPP) model of Stufflebeam. This qualitative research collected the data using observation, interview, and document analysis. The research results were be analyzed qualitatively by applying discourse analysis. The result of the study implied that in Context, the school had tensions on the students of grade seven and eight in achieving minimum accomplishment criteria and grade nine in acquiring the minimum graduation criteria. The Input indicated that the human resource, syllabus and essential material, and facilities were sufficiently available. The Process disclosed that the teachers had a different approach in virtual teaching. The Product showed the average score of the final semester test for grades seven and eight were under by the minimum accomplishment criteria but grade nine achieved the target.

scholarly journals PELAKSANAAN PERKULIAHAN PENGAJARAN MIKRO DI PROGRAM STUDI PGSD: SEBUAH PENELITIAN EVALUASI

2020 ◽  
Vol 34 (2) ◽  
pp. 93-100
Author(s):  
Siti Istiningsih ◽  
Fitri Puji Astria ◽  
Baiq Niswatul Khair ◽  
Linda Feni Haryati ◽  
Mohammad Archi Maulyda
Keyword(s):  
Program Evaluation ◽  
Online Learning ◽  
Data Collection ◽  
Learning Strategies ◽  
Evaluation Study ◽  
Average Score ◽  
Assessment Instruments ◽  
Study Program ◽  
The Subject ◽  
Learning Laboratories

Penelitian ini bertujuan untuk mengevaluasi pelaksanaan perkuliahan pengajaran mikro di sebuah program studi PGSD di Nusa Tenggara. Penelitian ini adalah penelitian evaluasi program berdasarkan model Robert E. Stake terhadap tiga kelas pengajaran mikro yang dianalisis secara kualitatif. Teknik pengumpulan data yang digunakan adalah observasi, dokumentasi, dan wawancara. Hasil penelitian ini menunjukkan bahwa pengajaran mikro di program studi PGSD yang menjadi subyek penelitian adalah a) pada komponen antecedent; persiapan pembelajaran sudah dilaksanakan dengan cukup baik yaitu dosen menyusun silabus dan instrumen penilaian tetapi belum menyusun RPP/RPS, sarana prasarana pembelajaran tersedia cukup lengkap tetapi laboratorium pembelajaran belum sesuai standar ketersediaan laboratorium micro teaching yang benar; b) pada komponen transactions pelaksanaan pembelajaran belum dilengkapi modul, namun pembelajaran dilaksanakan cukup baik dengan strategi pembelajaran teori dan praktik, menggunakan metode ceramah, diskusi, penugasan dan pembelajaran daring; c) pada komponen outcomes, hasil belajar dari rata-rata nilai adalah 77,18 dan sudah memenuhi KKM.This study aims to evaluate the implementation of micro teaching lectures in a PGSD study program in Nusa Tenggara. This research is a program evaluation study based on the Robert E. Stake model of three micro teaching classes which were analyzed qualitatively. The data collection techniques used were observation, documentation, and interviews. The results of this study indicate that the micro teaching in the PGSD study program which is the subject of research is a) on the antecedent component; learning preparation has been carried out quite well, namely lecturers compile syllabus and assessment instruments but have not compiled RPP/RPS, learning infrastructure is quite complete, but learning laboratories are not in accordance with the standards of the correct availability of micro teaching laboratories; b) in the transactions component, the implementation of learning is not equipped with modules, but learning is carried out quite well with theoretical and practical learning strategies, using lectures, discussions, assignments and online learning methods; c) in the outcomes component, the learning result from the average score is 77.18 and has met the KKM.

scholarly journals Online Learning Evaluation during Covid-19 using CSE-UCLA Evaluation Model at English Education Department Universitas Kristen Indonesia

2021 ◽  
Vol 4 (2) ◽  
pp. 1987-1997
Author(s):  
Lamhot Naibaho
Keyword(s):  
Online Learning ◽  
English Education ◽  
Evaluation Model ◽  
Program Planning ◽  
Program Improvement ◽  
Assessment System ◽  
Quality Level ◽  
Planning Program ◽  
Learning Evaluation ◽  
Improvement Programs

This research is about the online learning evaluation during covid-19 using the CSE-UCLA evaluation model. It is was aimed to evaluate the implementation of online learning during COVID-19. This research was done at Universitas Kristen Indonesia (UKI) using a qualitative approach with an evaluative study design is the CSE-UCLA evaluation model design. The subjects of this study were lecturers and students and were taken through purposive sampling. The instruments used in this research were questionnaires and interviews, observations, and documentation. The data analysis technique used in evaluating online learning use at the UKI is based on the assessment system components, program planning, program implementation, program improvement, and including good criteria, in terms of quality level improvement programs including good program certification. The study's result was that, in general, the quality level of the online learning used at the UKI is already in good criteria. When viewed from the component system assessment level of quality including good criteria, in terms of quality level planning program including good criteria, in terms of quality level implementation of the program criteria, and when viewed from quality level certification programs also include good criteria.

Comparison of a Student and a Professional Writer’s Literacy Competence as Reflected in their Business E-mails

2018 ◽  
Vol 6 (4) ◽  
pp. 65
Author(s):  
Sri Rahayu Zees ◽  
Mursid Saleh ◽  
Warsono ◽  
Rudi Hartono
Keyword(s):  
Process Analysis ◽  
Evaluation Model ◽  
Educational Institution ◽  
Evaluation Study ◽  
Instructional Materials ◽  
Product Analysis ◽  
Context Analysis ◽  
Joint Construction ◽  
Literacy Level ◽  
E Mail

This research is an evaluation study using context, input, process, and product (CIPP) evaluation model to analyze whether the literacy developed in educational institution has met the acceptable literacy level used in the workplace. Two business E-mails about sales written by a professional writer and a student were analyzed to investigate the contexts and products. Input analysis was carried out on the data from observations and texts while process analyis was performed on the data elicited from observations. All four analyses were also supported by data elicited through interviews from both writers. The results of CIPP analysis indicated both similarities and differences between the two E-mails which reflected the literacy levels of both writers. In context analysis, both E-mails used mixed literacy types which were realized in 11 language aspects. The differences were in the cognitive process involved in the professional writer’s performance that showed a high literacy level while the student’s E-mail presented a low to medium literacy level. According to the input analysis results, both writers used most of the available designs as intangible resources except for style and declarative knowledge. There were differences in using the instructional materials and people as tangible resources. In process analysis, although there were similarities in some steps of knowledge building phase; however, some differences were still found between the two writers in this phase and in the phases of modelling, joint construction and independent construction of the text. The results of product analysis showed that the professional writer’s E-mail presented a good to excellent literacy level while the literacy level of the student’s E-mail ranged between inadequate and fair. The differences indicate that the literacy developed in educational institution does not meet the requirements of literacy used genuinely.

scholarly journals Evaluation of the implementation of interactive video-based online learning in practical courses using the CIPP model

2021 ◽  
Vol 25 (2) ◽  
pp. 118
Author(s):  
Sudaryono Sudaryono
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Interactive Video ◽  
Evaluation Model ◽  
Implementation Process ◽  
Learning Performance ◽  
Average Score ◽  
Regional Government ◽  
Validity And Reliability ◽  
Academic Year

This study aims to examine the evaluation of the implementation of interactive video-based online learning for the 2020/2021 academic year at Raharja University, Tangerang City, Banten. The research design uses a quantitative approach. Techniques Data collection is done through questionnaires, interviews, and documentation studies. The item instrument validation was carried out using the validity and reliability test of the data with consistent results (0.880>0.60). The study involved 103 participants employing a descriptive data analysis technique using the CIPP evaluation model. The findings show that the average score for all aspects is 80.55%, in the very good category. First, the implementation of learning is in accordance with the Central and Regional Government Regulations and the Learning from Home Guide for the Even Semester of the 2020/2021 Academic Year. Second, input in the implementation of online learning based on video learning in accordance with the planning criteria in the implementation of practical courses. Third, the Learning Implementation Process is an alternative method used by lecturers to overcome online learning obstacles. Fourth, the Learning Products have met the policy standards of educational institutions. It is hoped that the implementation of interactive video-based online learning on educational sites can be continuously improved by evaluating the implementation of learning to achieve much better learning performance and a higher level of student satisfaction than those who do not use it.

scholarly journals STAKE EVALUATION MODEL (COUNTENANCE MODEL) IN LEARNING PROCESS BAHASA INDONESIA AT GANESHA UNIVERSITY OF EDUCATIONAL

2017 ◽  
Vol 1 (1) ◽  
pp. 19 ◽  
Author(s):  
I Putu Mas Dewantara
Keyword(s):  
Character Development ◽  
Evaluation Model ◽  
Evaluation Study ◽  
Learning Activities ◽  
First Semester ◽  
Learning Plan ◽  
Learning Evaluation ◽  
Evaluation Of Learning ◽  
Academic Year ◽  
Bahasa Indonesia

The evaluation study aimed to describe the implementation of Bahasa Indonesia as character development subject  (Matakuliah Pengembangan Kepribadian/MPK) seen from (1) the learning plan, (2) the implementation of learning, and (3) evaluation of learning. Evaluation model used was a stake evaluation model (Countenance Model). Data were analyzed by descriptive-quantitative. The data were collected by using questionnaire, interview, and documentation. Categorization percentage is divided into five criteria, namely excellent (> 80%), good (60%-80%), fairly good (40%-60%), poor (20%-40%), and very poorly (<20%). The research was conducted in the first semester of the academic year 2015/2016 with the sample of 315 students. The results showed that in general the Bahasa Indonesia as character development subject was categorised as good with the percentage of 71.02%, in detail, the result can be described as follows: (1) the learning plan is categorized as good with the percentage of 72.62%, (2) the implementation of learning is categorized as good with the persentage of 69.85%, and (3) evaluation of learning activities is categorized as good with the persentage of 70.59%. The implications of this research for lecturers is a need for efforts to sustain the implementation of learning that has been good even working on improving and working to improve elements of learning activities that have not been considered good. The results of the study suggest that regular evaluation needs to be done to get a better picture of evaluation with a larger number of sample. Another suggestion that can be proposed is the evaluation of learning by using a variety of evaluation model to get a better result of the learning Bahasa Indonesia.

scholarly journals Upaya guru fikih dalam menerapkan model evaluasi pembelajaran daring era pandemi COVID-19

2021 ◽  
Vol 10 (4) ◽  
pp. 512
Author(s):  
Choirul Anam ◽  
Munawir Munawir
Keyword(s):  
Online Learning ◽  
Qualitative Method ◽  
Evaluation Model ◽  
Descriptive Study ◽  
Learning Activities ◽  
Study Approach ◽  
Learning Evaluation ◽  
E Learning

<p class="15bIsiAbstractBInggris"><em>The purpose of this study was to determine the efforts of fiqh teachers in implementing an online learning evaluation model in the era of the covid-19 pandemic at MIN 1 Bojonegoro. The method in this study used a qualitative method with a descriptive study approach. The results in this study are the teacher's efforts when implementing the online learning evaluation model at MIN 1 Bojonegoro at the beginning of its application were still a little disturbed because at the beginning of online learning the teacher modified the evaluation model in fiqh learning so that the evaluation model was following the objectives of learning evaluation and the objectives of the study. education. To carry out all aspects of the evaluation model, the teachers use a variety of useful applications to assist them in evaluating learning using Google Classroom, Google Forms, E-Learning Madrasah KEMENAG and WhatsApp groups. The teachers hope that although learning activities are carried out online, the teachers as much as possible try to be able to apply the learning evaluation model to fiqh lessons even though there are various obstacles and trials.</em></p><p class="15bIsiAbstractBInggris"><em><br /></em></p><strong>Abstrak</strong><p class="16bIsiAbstrak">Tujuan dari penelitian ini adalah untuk mengetahui upaya guru fikih dalam menerapkan model evaluasi pembelajaran daring era pandemi covid-19 di MIN 1 Bojonegoro, Metode pada penelitian ini menggunakan metode kualitatif dengan pendekatan studi deskriptif. Hasil pada penelitian ini adalah upaya guru ketika menerapkan model evaluasi pembelajaran daring di MIN 1 Bojonegoro pada awal penerapannya masih sedikit terganggu karena pada awal pembelajaran daring guru melakukan sebuah modifikasi pada model evaluasi pada pembelajaran fikih agar model evaluasi tersebut sesuai dengan tujuan evaluasi pembelajaran serta tujuan dari pendidikan. Untuk melakukan semua aspek pada model evaluasi maka para guru menggunakan berbagai macam aplikasi yang berguna untuk membantu mereka dalam melakukan evaluasi pembelajaran dengan menggunakan Google Classroom, Google Form, E-Learning Madrasah KEMENAG serta grup WhatsApp. Para guru berharap walaupun kegiatan pembelajaran dilakukan secara daring namun para guru semaksimal mungkin berusaha agar dapat menerapakan model evaluasi pembelajaran pada pelajaran fiqh walaupun terdapat berbagai halangan serta cobaan.</p>

scholarly journals A COMPARATIVE ANALYSIS OF THE EFFICACY OF THREE PROGRAM-EVALUATION MODELS –A REVIEW ON THEIR IMPLICATION IN EDUCATIONAL PROGRAMS

2021 ◽  
Vol 9 (3) ◽  
pp. 326-336
Author(s):  
Zafar Iqbal ◽  
Muhammad Anees ◽  
Rahim Khan ◽  
Abdul Wadood ◽  
Shakila Malik
Keyword(s):  
Program Evaluation ◽  
Evaluation Model ◽  
Cost Effective ◽  
Educational Programs ◽  
Comparative Efficacy ◽  
Scholarly Journals ◽  
Cipp Model ◽  
Evaluation Models ◽  
High Standards ◽  
Kirkpatrick’S Model

Purpose of the study: This article reviews the comparative efficacy, theoretical and practical background of three program evaluation models (Stufflebeam’s CIPP model, Kirkpatrick’s model, and outcome-based evaluation models) and their implications in educational programs. The article discusses the strengths and limitations of the three evaluation models. Methodology: Peer-reviewed and scholarly journals were searched for articles related to program evaluation models and their importance. Keywords included program evaluation’, ‘assessment’, ‘CIPP model’, ‘evaluation of educational programs, ‘outcome-based model, and ‘planning’. Articles on Stufflebeam’s CIPP model, Kirkpatrick’s model, and outcome-based evaluation models were particularlyfocused because the review aimed at analysing these three models. The strengths and inadequacies of the three models were weighed and presented. Main Findings: The three models –outcome-based evaluation model, the Kirkpatric model, and the CIPP evaluation model –discussed in this review, have some strengths and weaknesses. Among the compared models, the CIPP model seems more appropriate for its implantation in evaluating educational programs because it is broader, comprehensive, flexible, cost-effective, and feasible. Applications of this study: Like other programs and projects, evaluation of educational programs is necessary to achieve high standards, better outcomes, and meet the objectives. Evaluation is employed before designing a particular educational program or during the already designed program. This review concludes that among different evaluation models, the CIPP evaluation model is more appropriate in evaluating educational programs because it is more comprehensive, efficient, and feasible.Employment of the CIPP model for evaluating educational programs can achieve plausible results about the overall progress of the educational programs. Novelty/Originality of this study: This review highlights the importance of different program evaluation models. It concludes that the CIPP evaluation model offers an excellent mechanism to evaluate educational programs at different stages.

scholarly journals Evaluation Program for the Career Development of Indonesian Navy Civilian Personnel using the Cipp Evaluation Model and Analytical Hierarchy Process (Ahp)

2019 ◽  
Vol 8 (4) ◽  
pp. 1309-1316
Keyword(s):  
Career Development ◽  
Analytical Hierarchy Process ◽  
Work Performance ◽  
Evaluation Model ◽  
Development Program ◽  
Evaluation Study ◽  
Development Programs ◽  
Class Iii ◽  
Evaluation Approach ◽  
Hierarchy Process

Nowadays, the implementers of Civilian Personnel (Pegawai Negeri Sipil/PNS) Career Development Programs within the Indonesian Navy are still one with military personnel where their existence is only complementary so that they become less optimal/less focused. In its implementation, it is only carried out by officials at the level of Head of Affair (Superintendent/PNS class III/c), the impacts are low of performance, competence and confidence that can be related with weakening work performance. This study aims to provide an evaluation of Civilian Personnel career development programs within the Indonesian Navy by using the CIPP evaluation approach (Content, Input, Process, Product) and Analytical Hierarchy Process (AHP) methods. Based on the results of the program evaluation study, it can be seen that the results of the Context aspect evaluation amounted to 85.84% with the Excellent category; Input aspects amounted to 76.38% with good categories; Process aspects were 79.77% with good categories; Product aspect is 82.48 in the excellent category. So, the overall evaluation of the Civilian Personnel career development program is 81.12% with an Excellent category. The results of the recommendations state that career development programs need to be revised on several aspects of the criteria.

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