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 EVALUASI PROGRAM PEMBELAJARAN TEACHING FACTORY DI SEKOLAH USAHA PERIKANAN MENENGAH

2016 ◽  
Vol 30 (2) ◽  
pp. 113
Author(s):  
Afnan Fuadi
Keyword(s):  
Qualitative Research ◽  
Participant Observation ◽  
Good Condition ◽  
Input Process ◽  
Learning Program ◽  
Evaluation Result ◽  
Cipp Model ◽  
Model Context ◽  
Process Product

The aim of this research is to evaluate the implementation of Teaching Factory Learning Program inSUPM Negeri Tegal. This research is a qualitative research using CIPP Model (Context, Input, Process, Product).The main subjects of this research were the teachesr of Teaching Factory and the students of class XII in FishProcessing Technology. The data were collected through participant observation using interview, observation,document study, and questionnaire. The research found that the implementation of the learning program TeachingFactory in SUPM Negeri Tegal are generally in good condition. This can be seen from the evaluation result that (1).Context Components show a good category; (2).Input Components show a good category; (3) Process Componentsshow a very good category;.and (4) Product Components show a good category. The quality of the Teaching Factorylearning program can be improved by treating the aspects of the low category in each stage of evaluation. Keywords: program evaluation, teaching factory, CIPP Model

scholarly journals Evaluasi Program Tahfidz Melalui Media Sosial di Yayasan Indonesia Berkah

2020 ◽  
Vol 16 (1) ◽  
pp. 69-88
Author(s):  
Firdaus Wajdi ◽  
Sifa Fauzia ◽  
Ahmad Hakam
Keyword(s):  
Qualitative Research ◽  
Program Evaluation ◽  
Data Collection ◽  
Evaluation Model ◽  
Document Analysis ◽  
Product Evaluation ◽  
Online Program ◽  
Input Process ◽  
The Media ◽  
Process Product

The Tahfidz Online program is the flagship program of the Indonesia Berkah Foundation. This study aims to describe and evaluate the implementation of the Indonesia Berkah Foundation's Tahfidz Online program. This research is qualitative research with data collection techniques using observation, interviews and document analysis. The CIPP (context, input, process, product) evaluation model developed by Daniel Leroy Stufflebeam et al. was used as an evaluation reference. This study finds out that: In terms of the input component, it shows that musyrifah, curriculum, and infrastructure have met the criteria. However, there are notes on the input of students not meeting the criteria of intention because God also does not understand the knowledge of recitation and Arabic. In terms of the media process components and materials, they do not meet the criteria of interest and are arranged in a sequence that makes it easy for students, while the method and time have met the criteria. Keywords: Online Tahfidz Program, Evaluation of Education

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.

scholarly journals CIPP Model for program evaluation at madrasah tsanawiyah

2019 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Syifaul Ummah ◽  
Ardi Ariyanto
Keyword(s):  
Classroom Observation ◽  
Document Analysis ◽  
Teaching Skills ◽  
Input Process ◽  
Cipp Model ◽  
Qualitative Research Design ◽  
Minimum Score ◽  
Qualified Teacher ◽  
Teaching Learning ◽  
Process Product

The focus of the study is to investigate: (1) how the context of the excellent class program of MTs MINAT Kesugihan contributes to the success of the program, (2) how the input of the excellent class program of MTs MINAT Kesugihan contributes to the success of the program, (3) how the process of the excellent class program of MTs MINAT Kesugihan contributes to the success of the program, (4) how the product of the excellent class (EC) Program of MTs MINAT Kesugihan contributes to the success of the program. The research method was a qualitative research design. The objects of this study were: the headmaster of MTs MINAT, the director of the excellent class program, the excellent class teachers, and the excellent class students. The data were obtained from interview, classroom observation, and document analysis. Those data were analyzed by using Context, Input, Process, Product (CIPP) Model by Kellaghan and Stufflebeam (2003). The findings revealed some facts. First, in the context evaluation, it can be concluded that the goal, vision, and missions of the EC Program are relevant and formulated in order to meet the students’ needs. Second, in term of input evaluation, the teacher did not fulfill the requirements of a qualified teacher yet. Therefore, it influenced the teaching learning process in which they could not teach effectively. Finally, it affected the product which has not been successful in achieving the minimum score in the National Exam for English. Thus, the researcher suggested the school to conduct a workshop or training for the teachers so that the teachers’ teaching skills would improve. As the consequence, the students’ achievement would be better too.

scholarly journals EVALUATION OF IMPLEMENTATION OF INCLUSION EDUCATION PROGRAMS IN MADRASAH IBTIDAIYAH BADRUSSALAM SURABAYA

Akademika ◽  
2020 ◽  
Vol 9 (01) ◽  
pp. 33-45
Author(s):  
Evi Sopandi ◽  
Khasanah Khasanah
Keyword(s):  
Qualitative Research ◽  
Human Resource ◽  
Inclusive Education ◽  
Education Program ◽  
Evaluation Model ◽  
Research Approach ◽  
Input Process ◽  
Education Programs ◽  
Inclusion Education ◽  
Model Context

This study aims to evaluate the inclusive education program at Madrasah Ibtidaiyah (MI) Badrussalam Surabaya. The education program aims to improve human resource competencies in increasing abilities. The evaluation model used in this study is the CIPP model (context, input, process, and product) of the qualitative research approach model introduced by Stufflebeam. The results showed that the education program at MI Badrussalam Surabaya had run well in accordance with the education program that had been prepared. However, in the implementation of inclusive education in MI Badrussalam, there are still some deficiencies both in the fields of funding, facilities and infrastructure as well as on the Welfare of mentors and special teachers (GP / K).

scholarly journals Evaluasi Program English Massive Dalam Upaya Peningkatan Kapasitas Masyarakat di Kota Kediri Tahun 2017-2019

2020 ◽  
Vol 12 (1) ◽  
pp. 58
Author(s):  
Anselmus Edwin Dwi Cahya ◽  
Rizqi Bachtiar
Keyword(s):  
Qualitative Research ◽  
Public Awareness ◽  
The Internet ◽  
Research Subjects ◽  
Input Process ◽  
Long Distance ◽  
Process Indicator ◽  
The Impact ◽  
Input Indicator ◽  
Process Product

Penelitian ini bertujuan untuk mengetahui pelaksanaan program English Massive (E-Mas) dalam upaya peningkatan kapasitas masyarakat di Kota Kediri tahun 2017-2019 dengan teori Evaluasi model CIPP menurut Stufflebeam diantaranya: Context; Input, Process, Product. Penelitian ini menggunakan metode penelitian kualitatif deskriptif. Subjek penelitian diantaranya penyelenggara program, partisipan, tutor dengan menggunakan teknik purposive. Hasil Penelitian menunjukkan evaluasi program English Massive berdasarkan: Context, latar belakang dan tujuan ialah ingin memberdayakan masyarakat melalui pembelajaran Bahasa Inggris supaya meningkatkan daya saing dan kapasitas masyarakat kota Kediri; syarat E-Mas mudah dan target sasaran seluruh warga Kota Kediri. Input, kesesuaian partisipan telah sesuai namun hanya kategori children memiliki jumlah partisipan tiggi; Tutor disediakan oleh Dinas Pendidikan dan sesuai dengan kriteria namun jumlah tutor menurun; materi yang diberikan sesuai dengan silabus dan kemampuan partisipan dengan fokus conversation dan speaking; anggaran telah mencukupi untuk kebutuhan dan operasional program; sarana dan prasarana sudah cukup memadai karena dikelola oleh masyarakat sendiri; informasi sudah jelas diberikan melalui sosialisasi, media sosial dan internet. Process, penjadwalan telah sesuai sebab jadwal direncanakan oleh partisipan dan tutor; proses pembelajaran cukup efektif melalui diskusi dan fun game; aktivitas selain pembelajaran yaitu outing class, COIN EMAS, outbond dan sebagainya; hambatan yaitu kesadaran masyarakat kurang, adanya kesibukan, spot kurang kondusif, jarak yang jauh antara spot dengan tempat tinggal tutor, honor tidak cair tiap bulan, modul tidak dibagikan ke partisipan. Product, dampak yang dirasakan partisipan adanya peningkatan kemampuan partisipan dalam berbahasa inggris; meningkatkan IPM Kota Kediri.This study aims to investigate the implementation of the English Massive (E-Mas) program as an effort to improve social capacity in Kediri City, year 2017-2019 by utilising Stufflebeams’s theory of evaluation. This research uses descriptive qualitative research methods. Research subjects include program organizers, participants, tutors by using purposive techniques. The results of the study show that the background and purpose of the English Massive program based on the first indicator in which Context is to empower the society through learning English in order to improve the competitiveness and capacity of the Kediri’s citizens; E-Mas requirements are easy and target for all residents of Kediri City. Based on Input Indicator, participants are arguably fit with the standar but only the children category has a high number of participants; Tutors were provided by the Education Office (Dinas Pendidikan); the material provided is in accordance with the syllabus and the ability of participants focusing on conversation and speaking. The budget is sufficient for program’s expenses and operations; facilities and infrastructure are good enough because they are managed and provided also by the society itself; information has clearly been provided through outreach, social media and the internet. Based on Process Indicator, scheduling is appropriate because the schedule is planned by participants and tutors; the learning process is quite effective through discussion and fun games; activities other than learning, namely outing class, COIN EMAS, outbound and so on; the obstacles are lack of public awareness, busyness, less conducive spot, long distance between spot and tutor's residence, monthly non-payment of honorarium, modules are not distributed to participants. Product Indicator, the impact felt by the participants is an increase in the ability of participants in speaking English as well as improving the HDI of Kediri City.

scholarly journals Evaluasi Perkuliahan Daring Keterampilan Menulis selama Masa Pandemi Covid-19 dengan Model Evaluasi CIPP

2021 ◽  
Vol 8 (2) ◽  
pp. 27
Author(s):  
Cahyo Hasanudin ◽  
Wagiran Wagiran ◽  
Subyantoro Subyantoro
Keyword(s):  
Online Learning ◽  
Content Analysis ◽  
Comprehensive Evaluation ◽  
Evaluation Model ◽  
Secondary Data ◽  
Evaluation Instrument ◽  
Input Process ◽  
Content Analysis Method ◽  
Evaluative Research ◽  
Process Product

Abstract: The evaluation of CIPP model is a very complete and comprehensive evaluation model in evaluating a program. This study aims to evaluate online learning for writing subject in the Indonesian Language and Literature Education Department, IKIP PGRI Bojonegoro during the covid-19 pandemic using CIPP evaluation model. This qualitative study is descriptive evaluative research. There are primary and secondary data. Technique in collecting data are interview, questionnaire, and documentation. This study utilizes an online learning evaluation instrument for writing subject using 21 questions and implementing very inappropriate criteria (≤ 25 %), not suitable criteria (≥ 26%), appropriate criteria (≥ 51%), and very suitable criteria (≥ 76%). The data is analyzed using content analysis method. The results of study show that the evaluation of online learning on writing subject during the covid-19 pandemic using CIPP evaluation model on the context aspect obtains 90%. In the input aspect, the percentage is 82%. In the process aspect, the percentage is 88%. In the product aspect, the percentage is 92%. The percentage is obtained from the average number of all indicators in each aspect. It can be concluded that online learning of writing subject during the covid-19 pandemic from all aspects (context, input, process, product) is very appropriate. Keywords: CIPP evaluation model, online learning, writing subject, covid-19 pandemic Abstrak: Evaluasi model CIPP merupakan model evaluasi yang sangat lengkap dan komprehensif dalam mengevaluasi suatu program. Tujuan penelitian ini adalah untuk melakukan evaluasi pada perkuliahan daring mata kuliah keterampilan menulis di Program Studi Pendidikan Bahasa dan Sastra Indonesia, IKIP PGRI Bojonegoro selama masa pandemi covid-19 dengan menggunakan model evaluasi CIPP. Penelitian ini merupakan penelitian kualitatif yang bersifat deskriptif evaluatif. Data pada penelitian ini bersifat primer dan sekunder. Data dikumpulkan dengan teknik wawancara, angket, dan dokumentasi. Instrumen penelitian ini menggunakan instrumen evalusi perkuliahan daring keterampilan menulis dengan menggunakan 21 soal dan menerapkan kriteria sangat tidak sesuai (≤ 25%), tidak sesuai (≥ 26%), sesuai (≥ 51%), dan sangat sesuai (≥ 76%). Data dianalisis dengan menggunakan metode content analysis. Hasil penelitian menunjukkan bahwa evaluasi perkuliahan daring keterampilan menulis selama masa pandemi covid-19 dengan model evaluasi CIPP pada aspek context didapatkan persentase sebesar 90%. Pada aspek input didapatkan persentase sebesar 82%. Pada aspek process didapatkan persentase sebesar 88%. Pada aspek product didapatkan persentase sebesar 92%. Persentase ini diambil dari rata-rata jumlah semua indikator pada masing-masing aspek. Penelitian ini menyimpulkan bahwa perkulian daring keterampilan menulis selama masa pandemi covid-19 dari semua aspek (context, input, process, product) sudah sangat sesuai. Kata Kunci: evaluasi model CIPP, perkulihan daring, keterampilan menulis, pandemi covid-19

EVALUASI PROGRAM REMEDIAL MENGGUNAKAN MODEL CONTEXT, INPUT, PROCESS, PRODUCT PADA PEMBELAJARAN FISIKA

2021 ◽  
Vol 2 (2) ◽  
pp. 44
Author(s):  
Sapira Sapira ◽  
Haratua Tiur Maria Silitonga ◽  
Syukran Mursyid
Keyword(s):  
High School ◽  
Product Evaluation ◽  
School Principal ◽  
Input Process ◽  
Remedial Program ◽  
Cipp Model ◽  
A Value ◽  
Evaluative Research ◽  
Process Product

This research aims to present the evaluation result of a remedial program using the Context, Input, Process, Product (CIPP) model based on Technical Guidance by High School Directorate year 2010 in Physics Study in SMAN 1 Sekadau Hulu. This study is evaluative research with a descriptive quantitative approach. The data collection techniques used are by employing a questionnaire to the students of the MIA (Mathematics and Natural Sciences) Program, interviews with the school principal, deputy head of curriculum, and one teacher of Physics, as well as documentation. The research data analysis is through steps such as data reduction, data presentation, and conclusions. The data validation techniques used are the source and technique triangulation. The findings showed that (1) context evaluation carried out results in a percentage of 74.73%, categorized as sufficient. (2) Input evaluation carried out results in a rate of 56.88%, classified as low. (3) Process evaluation conducted results in a value of 74.07%, categorized as sufficient. (4) Product evaluation administered results in a percentage of 78.70%, categorized as high. The overall score of assessment on the remedial program in Physic instructions using CIPP evaluation is 71,09% with a category corresponding to the technical guidelines for the remedial program by the directorate of high school development year 2010. Therefore, this research is expected to contribute to improvements in remedial programs as a continuous effort in improving the quality of education programs.Keywords: CIPP Model, Evaluation, Remedial Program

scholarly journals Evaluasi penyelenggaraan lima hari sekolah

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Yunan Helmi Subroto
Keyword(s):  
High School ◽  
Evaluation Model ◽  
Descriptive Analysis ◽  
Senior High School ◽  
Average Score ◽  
Successful Implementation ◽  
Input Process ◽  
Education Personnel ◽  
Evaluative Research ◽  
Process Product

AbstrakPenelitian ini bertujuan untukmengetahui sejauhmana keberhasilan penyelenggaraan lima hari sekolah di SMA Negeri 1 Ngemplak yang meliputi proses, kesiapan dan hambatan yang muncul.Penelitian ini termasuk jenis penelitian evaluatif deskriptif dengan menggunakan model CIPP (context, Input, Process, Product) dari Stuflebeam. Subyek penelitian adalah warga sekolah, terdiri dari 370 siswa, 27 guru dan 7TU. Metode pengambilan data dengan angket, wawancara, dokumentasi dan observasi. Data dianalisis dengan menggunakan teknik analisis deskriptif.Hasil penelitian menunjukkan: Penyelenggaraan lima hari sekolah di SMA Negeri 1 Ngemplak tergolong berhasil, dengan rata-rata perolehan skor sebesar 2,87. Ditinjau dari dimensi kontek, input dan proses termasuk berhasil dengan rata-rata perolehan skor masing-masing sebesar 3,01, 2,84, dan 2,95. Sedangkan pada dimensi produk termasuk dalam kategori cukup, dengan rata-rata skor yang diperoleh sebesar 2,68. Hambatan selama proses penyelenggaraan lima hari sekolah berupa jumlah kantin dan staf TU belum mencukupi, serta guru yang belum bisa membawakan pembelajaran dengan kreatif dan menarik, sehingga berdampak pada kondisi fisik dan psikis siswa berupa rasa bosan, letih dan mengantuk. AbstractThis study aims to determine the extent of the successful implementation of five school days in Ngemplak 1 Senior High School which includes the processes, readiness and obstacles that arise.This study belongs to the category of descriptive evaluative research using evaluation model of CIPP (context, Input, Process, Product).The study was conducted at Ngemplak 1 Senior High School which has 370 students, 27 teachers and 7 staffs. Data was taken using techniques: questionnaires, interviews, documentation and observation. The research data was then analyzed using descriptive analysis techniques.The results of this study showed that the holding of five school was successful, with an average score of 2.87. Judging from the dimensions of the context, inputs and processes including the successful category with an average score of 3.01, 2.84, and 2.95 respectively. While the dimensions of the product are included in the sufficient category, with an average score of 2.68. Obstacles during the process of organizing five school days in the form of the number of canteens and education personnel that are still insufficient, and teachers who have not been able to bring learning creatively and attractively, which have an impact on both students' psychic and physical such as boredom, fatigue and sleepiness.

scholarly journals EVALUATION OF IMPLEMENTATION OF INCLUSION EDUCATION PROGRAMS IN MADRASAH IBTIDAIYAH BADRUSSALAM SURABAYA

2019 ◽  
Vol 5 (2) ◽  
pp. 26-36 ◽  
Author(s):  
Evi Sopandi
Keyword(s):  
Qualitative Research ◽  
Human Resource ◽  
Inclusive Education ◽  
Education Program ◽  
Evaluation Model ◽  
Research Approach ◽  
Input Process ◽  
Education Programs ◽  
Inclusion Education ◽  
Model Context

This study aims to evaluate the inclusive education program at Madrasah Ibtidaiyah (MI) Badrussalam Surabaya. The education program aims to improve human resource competencies in increasing abilities. The evaluation model used in this study is the CIPP model (context, input, process, and product) of the qualitative research approach model introduced by Stufflebeam. The results showed that the education program at MI Badrussalam Surabaya had run well in accordance with the education program that had been prepared. However, in the implementation of inclusive education in MI Badrussalam, there are still some deficiencies both in the fields of funding, facilities and infrastructure as well as on the Welfare of mentors and special teachers (GP / K).

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