Optimization Of CIPP Evaluation Model as An Escalation of Educational-Industrial Collaboration Program

Abstract

The importance of industrial and vocational collaboration in producing competent graduates is evident. However, there are still issues with the collaboration between industry and educational institutions, including the lack of appropriateness in the collaboration, the mismatch between student competencies in vocations and industry requirements, and inadequate alignment of graduate outcomes with industry needs. This research aims to explore the differing perspectives of universities, vocational schools, and industries in West Sumatra, Bandung, and Malang on the formation of CIPP components. Additionally, it seeks to reveal the direct and indirect influences between CIPP components—context, input, process, and product—to enhance the quality of cooperation and collaboration between industry and universities in Indonesia. The research employs a mixed-method approach, combining quantitative and qualitative methods. The samples include vocational schools, involving teachers and leaders, and universities, involving lecturers and leaders in West Sumatra, Bandung, and Malang. The research instruments consist of a questionnaire and an interview guide. Both qualitative and quantitative data analysis techniques are applied, including descriptive analysis, difference tests using two-way ANOVA, and factor analysis tests using the SMART PLS application. Based on the findings, it is concluded that the evaluation results encompass the Context, Input, Process, Product (CIPP) variables in an ideal vocational school-university-industry collaboration model. The results indicate a direct and indirect positive influence between CIPP components. However, the evaluation results also highlight existing problems, necessitating improvements. This research contributes by providing recommendations for the collaboration program to enhance input capacity and generate relevant outcomes. In terms of input, the value is classified as very good, emphasizing the need for improvement in the dimensions of the context components, especially the competency environment, stakeholders, and policies that support optimal cooperation. Recommendations in the product section aim to increase student competency achievement.