scholarly journals Evaluasi Context, Input, Process, dan Product Program Permata di Lembaga Layanan Pendidikan Tinggi Wilayah I Sumatera Utara

2021 ◽  
Vol 4 (1) ◽  
pp. 20-27
Author(s):  
Armiadi Asamat ◽  
Slamet Widodo ◽  
Yoyok Hendarso
Keyword(s):  
Evaluation Model ◽  
Evaluation Research ◽  
Structured Interview ◽  
Input Process ◽  
Literature Study ◽  
Study Program ◽  
Program Accreditation ◽  
Implementation Program ◽  
Cultural Exchanges ◽  
Information And Communication

This evaluation research was conducted to analyze and find out how the Permata Program was carried out in LLDikti Region I during the period 2016 to 2018. This research was conducted using a qualitative approach combined with the CIPP Evaluation Model (Context, Input, Process, and Product). The data collection consists of semi-structured interview method, literature study, and documentation. The informants of this study consisted of three elements; managers of the LLDikti’s HES Program, Managers of the HES Program at universities, and alumni of the HES Program. Informants were determined purposively, with special criteria coming from universities that were consistently active in the HES Program during the three years of its implementation. The results showed that the program has benefits for its participants and requires some improvements in its implementation. Program inhibiting factors: funding administration, control of input aspects; the availability of information of study program curriculum information, and communication between institutions. The supporting factor for implementing the Permata Program is the political will. Benefits of the Permata Program: the occurrence of scientific cultural exchanges to enrich and strengthen the uniqueness of each university; the occurrence of regional cultural exchanges to strengthen patriotism; gain student’s insight and experience; and probability of increasing the quality of study program accreditation.

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 Evaluation of the implementation of Indonesia Pintar program in vocational school

2020 ◽  
Vol 24 (1) ◽  
Author(s):  
Syukrul Hamdi ◽  
Risky Setiawan ◽  
Faridl Musyadad
Keyword(s):  
Evaluation Model ◽  
Current Model ◽  
Evaluation Research ◽  
Vocational School ◽  
Input Process ◽  
Analysis Techniques ◽  
Quantitative Descriptive ◽  
And Function ◽  
Role And Function ◽  
Method Approach

The study aims to evaluate a program of channeling educational fund, Program Indonesia Pintar (PIP), for vocational school (sekolah menengah kejuruan or SMK). This research was evaluation research using mix method approach. The evaluation model used was the CIPP model covering context, input, process, and product. Respondents in the study were 702 principals, 125 student’s parents, and 15853 students of the SMKs spreading across 29 out of 34 provinces in Indonesia. Data collection techniques used were analysis, survey, interview, observation, and study documentation. The instruments used were analysis sheet, questionnaire, interview guidelines, observation sheet, and the list of related documents. Data analysis techniques used were quantitative descriptive and qualitative and comparing the result with the PIP evaluation success criteria. The results show that the overall of PIP implementation runs well with details in aspects: (a) context, the PIP socialization is implemented well, the PIP objectives performance is in the very good category and can ease students’ costs in the excellent category; (b) input, the school provides particular staffs executing PIP showing the excellent category; (c) process, the targeted accuracy of most PIP students at SMK states that they follow the provisions. Based on the PIP SMK management role and function, institute has served well; (d) product, most issues reported of the PIP funds for SMK indicate that the use of the fund by students is suitable with the provision and its management. The current model of the PIP aid funds needs to be advanced, particularly with several aspects unsteady.

scholarly journals EVALUASI PELAKSANAAN PEMBELAJARAN PROGRAM STUDI DESAIN KOMUNIKASI VISUAL MSD YOGYAKARTA

2016 ◽  
Vol 3 (1) ◽  
pp. 64
Author(s):  
Soraya Fatmawati ◽  
Ali Muhtadi
Keyword(s):  
Visual Communication ◽  
Evaluation Model ◽  
Student Assessment ◽  
Evaluation Research ◽  
National Standards ◽  
Analysis Model ◽  
Design Study ◽  
Study Program ◽  
Visual Communication Design ◽  
Communication Design

Penelitian ini bertujuan untuk mengetahui kesesuaian antara pelaksanaan pembelajaran Program Studi (Prodi) DKV di ASRD MSD Yogyakarta dengan standar atau kriteria yang telah dirumuskan. Penelitian ini merupakan penelitian evaluasi dengan menggunakan model evaluasi kesenjangan. Subjek atau responden adalah Ketua Program Studi, dosen dan mahasiswa Prodi DKV MSD Yogyakarta. Penelitian ini dilaksanakan dengan menempuh 5 tahap, yaitu: penyusunan desain, penetapan kelengkapan program, pengumpulkan data, pengukuran tujuan atau analisis data, dan perbandingan. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi dianalisis menggunakan model analisis interaktif dari Miles dan Huberman. Data kuesioner dianalisis menggunakan teknik statistik deskriptif dengan skala 4. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran pada Prodi DKV MSD Yogyakarta belum sesuai dengan Permendikbud No. 49 Tahun 2014. Hasil penilaian mahasiswa menunjukkan bahwa pelaksanaan pembelajaran di Prodi DKV MSD berada pada kategori baik dengan nilai 3,20. Pembelajaran di Prodi DKV MSD Yogyakarta perlu dilaksanakan sesuai dengan Permendikbud No. 49 Tahun 2014. Kata Kunci: pelaksanaan pembelajaran, perencanaan pembelajaranTHE EVALUATION OF INSTRUCTIONAL IMPLEMENTATION OF VISUAL COMMUNICATION DESIGN STUDY PROGRAM IN MSD YOGYAKARTA Abstract This research aims to determine the suitability of the instructional implementation in Visual Communication Design (VCD) Study Program of MSD Yogyakarta Design and Art Academy with standard or criteria which have been formulated. This research was an evaluation research study that refers to the discrepancy evaluation model. The subjects consisted of the head of study program, lecturers and students of VCD study program MSD Yogyakarta. The research was conducted in five stages: design preparation, determination of the program’s completeness, data collection, purpose measurement or data analysis, and comparison. Data were collected through observation, interviews, and document searches, and were analyzed using an interactive analysis model proposed by Miles and Huberman. The questionnaire data were analyzed using descriptive statistical analysis in the scale 4. The result of the study shows that instructional implementation in Visual Communication Design Study Program of MSD Yogyakarta is not suitable to the Minister of Education and Culture Regulation No. 49, 2014. The result of student assessment indicates that the instructional implementation in VCD MSD Yogyakarta is categorized good with the value of 3.20. The instructional implementation in Visual Communication Design Study Program of MSD Yogyakarta needs to be adjusted with the National Standards for Higher Education the Minister of Education and Culture Regulation No. 49, 2014 for the instructional implementation can be presented. Keywords: instructional implementation, instructional planning

scholarly journals EVALUATION THE COACHING PROGRAM OF TENNIS TEAM OF BANGKA BELITUNG PROVINCE IN PON XIX WEST JAVA 2016

2018 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
Kurnia Tahki ◽  
Mulyana Mulyana ◽  
James Tangkudung
Keyword(s):  
Qualitative Method ◽  
Evaluation Model ◽  
Continuous Process ◽  
Evaluation Research ◽  
Input Process ◽  
West Java ◽  
Before And After ◽  
Interactive Data ◽  
Model Context ◽  
Process Product

Coaching in every sport should be a planned and continuous process so as to achieve the expected goal. A well-developed and executed coaching program is also capable of being evaluated in order to make improvements over time. The purpose of this research is to get information about coaching program of Pelatda’s TennisTeam of Bangka Belitung Province in PON XIX West Java 2016. This research was conducted in Jakarta, Bandung and Bangka Belitung from February to December 2016, before and after PON XIX West Java 2016.This evaluation research using qualitative method with evaluation model Context, Input, Process, Product or CIPP according D.Stufflebeam (2002). Data collection was done by interview, observation, documentation study and interactive. Data sources in this research are: Youth and Sports Office of Bangka Belitung Province, KONI of Bangka Belitung Province, coaches of pelatda, PELTI of Bangka Belitung Province.The results concluded that: (1). The evaluation component of context stage is considered sufficient (59.26%). (2). The evaluation component of input stage is considered sufficient (65,63%). (3). The evaluation component of process stages is considered less (42.86%). (4). The evaluation component of product stage is considered to be very less (28,58%).   Keywords:       Evaluation, Coaching Program, Tennis Team of Bangka Belitung Province, PON XIX West Java 2016

scholarly journals KKNI-BASED CURRICULUM PROGRAM EVALUATION IN FEBI, STATE ISLAMIC UNIVERSITY OF NORTH SUMATRA MEDAN

2021 ◽  
Vol 10 (01) ◽  
pp. 538
Author(s):  
Syafaruddin Syafaruddin ◽  
Amiruddin Siahaan ◽  
Suasana Nikmat Ginting
Keyword(s):  
Quality Assurance ◽  
Formative Evaluation ◽  
Evaluation Model ◽  
Empirical Evaluation ◽  
Curriculum Evaluation ◽  
Internal Quality ◽  
Study Program ◽  
Program Accreditation ◽  
Internal Quality Assurance ◽  
North Sumatra

This paper aims to analyze the evaluation of the KKNI-based curriculum program at the Faculty of Islamic Economics and Business (FEBI) UIN North Sumatra Medan. The curriculum evaluation model used is the CIPP model (Context, Input, Process, Product). This study used a qualitative approach, then data was obtained through observation, interviews, questionnaires, and documentation techniques as well as various sources. The results of this study indicate that (1) Context, from this aspect, FEBI UIN North Sumatra Medan applies an KKNI-based curriculum referring to Presidential Regulation No. 8 of 2012; (2) Inputs, including lecturer's RPS, quizzes, assignments, learning participation, mid-semester exams and end-semester exams; (3) Process, including monitoring of internal quality assurance units at the FEBI and university levels at UIN North Sumatra Medan, as well as external quality assurance in the context of institutional and study program accreditation; (4) Product, through formative evaluation (such as group assignments, quizzes, individual assignments, exams) and empirical evaluation (behavior and student participation in the learning process).

scholarly journals EVALUATION OF IMPLEMENTATION PROGRAM OF SCHOOL EDUCATION BASELINE TECHNIQUES TNI AIR FORCE

2020 ◽  
Vol 8 (9) ◽  
pp. 1338-1344 ◽  
Author(s):  
Khaerudin a ◽  
◽  
Mukhneri Mukhtar ◽  
R. Madhakomala ◽  
◽  
...  
Keyword(s):  
Air Force ◽  
Education Program ◽  
Evaluation Model ◽  
Secondary Data ◽  
Product Evaluation ◽  
School Education ◽  
Input Process ◽  
Implementation Program ◽  
Overall Evaluation ◽  
Category Score

Through education programs can produce professional Air Force personnel. One of the educational programs is the basic technical vocational school education program and since the education program was implemented in the education system. it has never been evaluated. The purpose of this study is to evaluate the Education Program evaluation. This research method is descriptive qualitative, using CIPP evaluation model which consist of the component of Context, Input, Process, and Product. The data collected were primary and secondary data obtained through interviews, observation and document studies. Data validation is done by triangulation. Furthermore, the data were analyzed to obtain the results of the study. The results of this study indicate that: 1) Context evaluation, obtained an excellent category score (89%) 2) Input evaluation, obtaining excellent category score (80%) 3) Process evaluation, obtaining good category score (65%) and 4) Product Evaluation, obtaining excellent category score (85%). The overall evaluation showing the results of very an effective (79,6% aspect is considered very good), it means an effective education program to achieve the goal of increasing the competence of personel of aircraft maintenance engineering techniques that will be implemented in the work environment. Thus, feasible to be continued and developed.

scholarly journals Developing Evaluation Criteria for Competency-Based Curriculum in Medical Colleges

2021 ◽  
Author(s):  
So Young Lee ◽  
Seung-Hee Lee ◽  
Jwa-Seop Shin ◽  
Jooah Kim ◽  
Hyun Bae Yoon
Keyword(s):  
Evaluation Model ◽  
Evaluation Criteria ◽  
Medical Schools ◽  
Structured Interview ◽  
Literature Survey ◽  
Input Process ◽  
Modified Delphi ◽  
Expert Interview ◽  
Competency Based ◽  
Operation Status

Abstract Background The present study was conducted to examine the operation status of the Competency-Based Curriculum (CBC), which has become the main curriculum in the medical schools in Korea, and prepare valid evaluation criteria consented by experts to make improvements. The evaluation criteria were derived based on a model built by combining the Context, Input, Process and Product (CIPP) evaluation model and the Kirkpatrick evaluation model, which are representative educational evaluation models. Methods Firstly, literature survey was performed and a semi-structured interview was conducted with 5 experts to develop a draft of the evaluation criteria. To verify the validity of the draft of the developed evaluation criteria, two surveys based on the modified Delphi methodology were conducted with a panel consisting of 20 experts. Results Based on the literature survey and the expert interview, a draft of the evaluation criteria was derived, including 5 evaluation areas, 18 evaluation items and 58 evaluation indicators. Two Delphi surveys were conducted to validate the evaluation criteria. The evaluation criteria that showed a relatively low content validity ratio (CVR) were corrected and complemented by reflecting the experts’ opinions to finally derive 5 evaluation areas, 16 evaluation items and 51 evaluation indicators. Conclusions The significance of the present study is that an evaluation model and its evaluation criteria suitable for the curriculums of the medical schools in Korea were developed with the consensus of the experts. The preparation of valid evaluation criteria will open up the possibility of improving the evaluation in medical schools, contributing to the improvement of the educational quality and the continued quality improvement of medical education.

scholarly journals Applying the context, input, process, product evaluation model for evaluation, research, and redesign of an online master’s program

2013 ◽  
Vol 14 (3) ◽  
pp. 273 ◽  
Author(s):  
Hatice Sancar Tokmak ◽  
H. Meltem Baturay ◽  
Peter Fadde
Keyword(s):  
Fuzzy Logic ◽  
Focus Group ◽  
Evaluation Model ◽  
Evaluation Research ◽  
Product Evaluation ◽  
Input Process ◽  
Face To Face ◽  
Model Research ◽  
Assessment Procedures ◽  
Process Product

<p>This study aimed to evaluate and redesign an online master’s degree program consisting of 12 courses from the informatics field using a context, input, process, product (CIPP) evaluation model. Research conducted during the redesign of the online program followed a mixed methodology in which data was collected through a CIPP survey, focus-group interview, and open-ended questionnaire. An initial CIPP survey sent to students, which had a response rate of approximately 60%, indicated that the Fuzzy Logic course did not fully meet the needs of students. Based on these findings, the program managers decided to improve this course, and a focus group was organized with the students of the Fuzzy Logic course in order to obtain more information to help in redesigning the course. Accordingly, the course was redesigned to include more examples and visuals, including videos; student-instructor interaction was increased through face-to-face meetings; and extra meetings were arranged before exams so that additional examples could be presented for problem-solving to satisfy students about assessment procedures. Lastly, the modifications to the Fuzzy Logic course were implemented, and the students in the course were sent an open-ended form asking them what they thought about the modifications. The results indicated that most students were pleased with the new version of the course.</p>

scholarly journals Evaluating the implementation of English communication therapy (ECT): An objective structured clinical assessment (OSCA) approach

2019 ◽  
Vol 23 (1) ◽  
pp. 87-94
Author(s):  
Nursanti Dwi Yogawati ◽  
W. Widihastuti
Keyword(s):  
Clinical Assessment ◽  
Evaluation Research ◽  
Instructional Program ◽  
Research Subjects ◽  
Input Process ◽  
Study Program ◽  
Qualitative And Quantitative ◽  
Self Confidence ◽  
Research Problems ◽  
English Speaking

This study is aimed at evaluating the implementation of the English Communication Therapy (ECT) instructional program oriented to the Objective Structured Clinical Assessment (OSCA) for the students of the D-3 Nursing Study Program at STIKES Al-Irsyad Al-Islamiyyah, Cilacap. Three research problems are put forward concerning (1) the fit of the program in terms of the variables context, input, process, and product; (2) obstacles faced by students; and (3) attainment of the ECT learning objectives.  The study is evaluation research using the qualitative and quantitative CIPP model. The research subjects are 168 students of the Nursing Study Program of STIKES Al-Irsyad Al-Islamiyyah. Data were collected using interviews, questionnaires, and documentation. The findings show that (1) evaluation of the four variables of context, input, process, and product shows that ECT can be stated as in the good or fit category; (2) main obstacles faced by students are lack of vocabulary and low level of self-confidence; and (3) students are able to achieve the passing grade of 74 at each station on the competency of English speaking about nursing matters.

scholarly journals IMPLEMENTASI PROGRAM MADRASAH TAHFIDZ KEMENAG DIY DI MADRASAH ALIYAH NEGERI SE-KOTA YOGYAKARTA

Ta dib ◽  
2020 ◽  
Vol 23 (2) ◽  
pp. 189
Author(s):  
Afiq Fikri Almas ◽  
Imam Machali
Keyword(s):  
Evaluation Model ◽  
Evaluation Research ◽  
Outcome Evaluation ◽  
Measuring Instruments ◽  
Sampling Techniques ◽  
Input Process ◽  
Purposive Sampling ◽  
Embedded Model ◽  
High Level ◽  
Process Product

Abstract: The Implementation of Madrasa Tahfidz program of Ministry of Religion DIY has not been evenly distributed. This was the basis for the researchers to evaluate the program especially in MAN 1 and MAN 2 Yogyakarta. This evaluation research used an objective-oriented approach to measure the objective level of achievement program and used mixed methods with a concurrent embedded model. The CIPPO (Context, Input, Process, Product, and Outcome) evaluation model was used to analyze the program. The researcher used purposive sampling and snowballing sampling techniques in determining the subjects. The results show that overall the Madrasa Tahfidz program was quite effective because input, process, and outcomes of evaluated CIPPO components were optimally fulfilled. It is produce recommendations for revising the program, because there are still 2 components cannot be assessed as effective and still need continuous improvement. Context has not been effective because student need components are more needed in improving of reading Quran rather than memorizing. The product of program is not yet effective because referring to three measuring instruments that produce an average measurement result at a moderate level with a percentage (46.6%), either by sex, origin of madrasa and class of students, and haven’t reached a high level.  Abstrak: Implementasi program Madrasah Tahfidz Kementerian Agama DIY belum merata antara satu madrasah dan lainnya. Hal inilah yang menjadi dasar bagi peneliti untuk mengevaluasi program tersebut terutama di MAN 1 dan MAN 2 Yogyakarta. Penelitian evaluasi ini menggunakan pendekatan yang berorientasi pada tujuan untuk mengukur tingkat pencapaian program dan menggunakan metode campuran dengan model concurrent embedded. Model evaluasi CIPPO (Context, Input, Process, Product, and Outcome) digunakan untuk menganalisis program. Peneliti menggunakan purposive sampling dan teknik snowballing sampling dalam menentukan subjek yang berkualitas. Hasil penelitian menunjukkan bahwa efektivitas keseluruhan program Madrasah Tahfidz "cukup efektif" karena input, proses, dan outcome dari komponen CIPPO yang dievaluasi terpenuhi secara optimal, dan menghasilkan rekomendasi untuk merevisi program, karena masih ada 2 komponen yang tidak dapat dinilai efektif dan masih perlu perbaikan terus menerus. Konteks belum efektif karena komponen kebutuhan siswa lebih dibutuhkan dalam meningkatkan membaca Alquran dari pada menghafal. Produk program belum efektif karena merujuk pada tiga instrumen pengukuran yang menghasilkan hasil pengukuran rata-rata pada tingkat sedang dengan persentase (46,6%), baik berdasarkan jenis kelamin, asal madrasah atau kelas siswa, dan belum mencapai tingatakan yang tinggi.

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