INPUT EVALUATION IN THE IMPLEMENTATION OF THE IN-SERVICE TEACHER PROFESSIONAL EDUCATION CURRICULUM

Abstract

One of the important processes in curriculum development is curriculum evaluation. Besides measuring the achievement of objectives, curriculum evaluation also aims to provide considerations and recommendations on whether a program should be improved, replaced, reduced, or added to. The purpose of this study is to determine the quality of inputs in the implementation of the In-Service Teacher Professional Education curriculum, particularly in the field of primary education at Indonesia University of Education located in West Java Province. This research is a qualitative evaluative study and employs the Stufflebeam evaluation model. The research primarily focuses on the input aspect, which is one of the components of the Stufflebeam evaluation framework (Context, Input, Process, and Product). Data collection methods used included interviews and observations. The input components examined include students and lecturers. Based on the conducted research, it can be concluded that the input aspect in the implementation of the In-Service Teacher Professional Education curriculum at Indonesia University of Education is aligned with the established criteria, but there are some recommendations to improve the deficiencies