Context, Input, Process And Product Research Articles

EVALUASI PENYELENGGARAAN PENDIDIKAN INKLUSI BAGI PESERTA DIDIK BERKEBUTUHAN KHUSUS DI SDN 131/IV KOTA JAMBI

The research was aimed to evaluate the implementation of inclusive education in SD Negeri 131/IV Kota Jambi using CIPP (context, input, process, and product) models. This research is a qualitative study with case study approach. Data was collected through observation, interviews, and documentary study. Data analysis was conducted in three phases: the first phase was preliminary analysis, the second phase was done while collecting data at the site, and the third one was done after completing the data collection. The data analysis was conducted through developing categories, data reduction, data presentation, making conclusions, and verification. The study concludes that the implementation of inclusive education in Elementary School of 131/IV Jambi City generally classified as good criteria where there are 68.35 % of sub-indicators of inclusive education’s implementation at school that appropriate with the standards. Inclusive education at school provides benefits, but there are some parts of supporting programs that have not been accordance with the standards. Therefore, the researcher recommends that the program can be continued, with the term revisions must be made through an adjustment and improvement of some components that have not been appropriate to these provisions to get a better quality of the program. Furthermore, for others that would like to conduct similar studies in different settings should be able to avoid what the limitations of this study, namely by narrow the focus of research and using mix-method research. Keyword: evaluation, inclusive education

Development of a blended teaching quality evaluation scale (BTQES) for undergraduate nursing based on the Context, Input, Process and Product (CIPP) evaluation model: A cross-sectional survey

ObjectiveDeveloping a nursing undergraduate blended teaching quality evaluation tool based on the Context, Input, Process and Product model and evaluating its reliability and validity. BackgroundBlended teaching is a commonly used teaching method in medical education, but there are limited tools available to effectively measure the quality of blended teaching. DesignA Delphi study and cross-sectional study. MethodsUsing the Context, Input, Process and Product model as the theoretical framework, a questionnaire was developed through literature review, expert consultation and pre-survey. From April to July 2023, 448 students from a certain university were selected as the research subjects and the questionnaire was examined for reliability and validity through a survey method. ResultsThe blended teaching quality evaluation scale with 35 items includes four dimensions Context, Input, Process and Product. The content validity and reliability of the blended teaching quality evaluation scale are both good, with a content validity index of 0.934 for the total scale and a content validity index of 0.750–1.00 for each item. The SEM shows that χ2/df = 6.89, RMSEA = 0.115, CFI = 0.882, NFI=0.865, RFI= 0.855, IFI = 0.882, TLI = 0.873. The Cronbach’s α coefficient of the total scale is 0.991 and the Cronbach’s α coefficient for each dimension is 0.944–0.984. ConclusionThe scale is based on the characteristics of blended learning and quality evaluation covers all aspects of teaching. It can accurately evaluate the quality of teaching, evaluate the problems in the teaching process based on the teaching quality score and propose reasonable teaching improvement suggestions based on the weak links in the teaching process.

Evaluasi Penjaminan Mutu Internal di Perguruan Tinggi

Evaluation of Internal Quality Assurance at the Faculty of Education, Surabaya State University and carried out by a research team from the Faculty of Education, UNESA. The aim of the research is to evaluate the internal quality assurance process at the faculty. Carried out for 1 year and funded by LPPM UNESA. Evaluation focuses on learning monev and curriculum audit. The results show that the implementation of learning monev and curriculum audits is in accordance with the schedule set by the Chancellor. This evaluation provides information that can be used for policy making regarding internal quality assurance within the scope of the study program. The research method used is the CIPP (Context, Input, Process and Product) evaluation model using a questionnaire as a research instrument. Even though there are several obstacles in its implementation, the general evaluation of the implementation of internal quality assurance at FIP ​​Unesa shows good results.

Yüksek Öğretimde Bir İngilizce Hazırlık Okulu Programının Bağlam Analizi: Bir Durum Çalışması

English education and the environment in which this education is given have a dynamic structure by nature. Therefore, an English teaching program must be able to adapt to this dynamism. This reveals the need to regularly analyze the environment in which an English program operates. Therefore, this research aimed to conduct a contextual analysis of the curriculum of a higher education English preparatory school that represents such a context. For this purpose, a program evaluation approach based on Stufflebeam's (1971) CIPP (context, input, process and product) model was applied. The population of this research, which was conducted using the appropriate sampling method, consisted of 672 students enrolled in the English preparatory program at the time the research was conducted. The views of students learning English as a foreign language regarding the higher education English preparatory school context were examined using a survey and semi-structured interviews developed by the researcher based on relevant literature. The findings of the research showed that although the students were generally satisfied with the context of the English preparatory school program, there were some issues they would like to see improved. Therefore, the results of the study identified some implications for improving the English preparatory curriculum in higher education.

Manajemen Pendidikan Entrepreneur dalam Meningkatkan Kompetensi Wirausaha Santri pada Pondok Pesantren Riyadlusharfiwalmantiq

This study aims to determine the implications of planning, implementing and evaluating entrepreneurial education on the entrepreneurial competence of students at the Riyadlusharfiwalmantiq Islamic Boarding School. The research method uses a qualitative approach with phenomenological methods, data collection techniques using observation, interviews and documentation techniques. The analysis technique uses SWOT analysis. The validity test used source training and technical triangulation methods. The results of the study indicate that the Entrepreneurship Education plan at the Riyadlusharfiwalmantiq Islamic Boarding School is set out in the form of an entrepreneur learning curriculum, which consists of theory-based learning planning and practice-based planning. Furthermore, it is described in the form of a learning syllabus that contains basic competencies, subject matter, indicators, learning activities, time allocation and assessment. Entrepreneurship education is implemented with two methods, namely theory-based learning and practice-based learning. Evaluation of the results of Entrepreneurship Education is carried out in 2 ways, directly (during the learning process) and post-learning. To examine the evaluation of entrepreneurial education learning using an evaluation model, namely the evaluation of the CIPP (Context, Input, Process, and Product) model. Entrepreneurial competence of students at Riyadlusharfiwalmantiq Islamic Boarding School was formed to have social entrepreneur and corporate entrepreneur competencies. Entrepreneurial education management has implications for students to gain knowledge, skills, and attitudes and aims to make students have the ability and ability to become beginners in entrepreneurship.

EVALUATION STUDY MENPORA CUP WOMEN’S U-17 TIERED LEAGUE COMPETITION

The purpose of this study was to evaluate the 2019 Menpora Cup Women’s U-17 Tiered League Competition Program. This study used a qualitative technique with an evaluation approach using the Context, Input, Process and Product (CIPP) model. The method of collecting data is triangulation using questionnaires, interviews, document studies and observation. The result of the research show that in: (1) Context Evaluation: has a very strong legal basis and government policy, with good intentions and goals, but not yet targeted. (2) Input evaluation: participants, organization, financing and committee have not been carried out properly and need to be improved in accordance with the development of the Menpora Cup Women’s U-17 tiered league competition every year. (3) Process Evaluation: sporting competition rules that must always be updated in accordance with football developments, competition implementation still needs to be maximized properly. (4) Product Evaluation: increasing public participation and interest in organizing the Menpora Cup Women’s U-17 tiered league competition every year, the role of the media in publication and promotion of sports to the community is increasingly being expanded, and efforts to find potential sports athletes from the community that need to be developed optimized. However, athletes’ achievements have not contributed much to world-class achievements.

Evaluation of the Intensive English Language Teaching Programme for the Fifth Grade according to Students Views

In the academic year 2017-2018, the Ministry of National Education in Türkiye launched intensive English as a foreign language program specifically designed for fifth-grade students in middle school. This study, employing a quantitative research design methodology, aims to assess the program's effectiveness from the perspective of fifth-grade students and include sixth, seventh, and eighth-grade students who have previously undergone this program. The study adopts the CIPP (Context, Input, Process, and Product) evaluation model developed by Stufflebeam (2003) to achieve this goal. Data were collected through a comprehensive questionnaire consisting of 31 questions, administered to 208 students enrolled in a secondary school in Diyarbakır, Türkiye. Statistical analyses, encompassing both descriptive and inferential methods, were conducted using the SPSS software. The findings indicated an overall positive attitude among students towards the program, with female students expressing more favorable opinions than their male counterparts. Furthermore, it was observed that fifth and sixth-grade students held more positive views compared to seventh and eighth-grade students. Consequently, the study suggests that certain adjustments and refinements may be necessary for the program.

Research on the Evaluation of VBSE Practical Training Teaching Effectiveness Based on CIPP Model at X University

Based on the CIPP (context, input, process, and product) model, this paper constructs an index system suitable for evaluating the teaching effect of VBSE (virtual business social environment) practical training from four aspects: context evaluation, input evaluation, process evaluation, and product evaluation. Taking the students participating in VBSE practical training in X university as the survey population, 381 valid sample data were obtained through an online questionnaire survey, and the index weights were determined by factor analysis method. The score value of the VBSE practical training teaching effect was calculated based on the evaluation mean value of three indexes. The results showed that the context evaluation score was 1.56, the input evaluation score was 1.54, the process evaluation score was 1.51, and the product evaluation score was 1.48. Subsequently, this paper put forward some countermeasures from the aspects of optimizing course arrangement, improving hardware facilities, and enhancing team cooperation to provide a guideline for improving the effect of VBSE practical training.

Measuring the Sustainability of Online Researcher Functional Position Formation Training using the CIPP (Context, Input, Process, and Product) Model Evaluation Approach

Researcher Functional Position Formation Training (PPJFP) is a prerequisite that must be fulfilled by prospective expert researchers. The discourse on implementing PPJFP training online was planned before the occurrence of the COVID-19 pandemic; however, the widespread impact of the pandemic necessitated an immediate transformation of the training from offline to online. The aim of this research is to measure the success of the fully online PPJFP training, requiring an evaluation for decision-making on whether to continue, improve, or possibly discontinue the program. The CIPP model (Context, Input, Process, and Product) is deemed adequate for evaluating the implementation of fully online PPJFP. The study involved 144 participants in the PPJFP training program in 2021, utilizing a quantitative-descriptive method as the research approach. Evaluation results indicate that the fully online implementation of PPJFP is considered to meet participants' expectations and needs. This is evident from the majority of participants rating the effectiveness of learning, instructor and mentor competence, participant motivation, and academic benefits as highly suitable. The curriculum, the competence of involved instructors and mentors, and the provided learning infrastructure are perceived to meet participants' expectations. Both asynchronous and synchronous learning methods are considered highly suitable and effective. One indicator of the success of this training is the increased motivation and interest in becoming researchers. 63.89% of participants express greater confidence and readiness to become researchers, 31.25% feel confident and ready, and 4.86% feel sufficiently confident. Based on the evaluation results, it can be concluded that conducting PPJFP training online is feasible for the coming years. The findings of this research are expected to provide insights for training organizers to enhance the quality of training programs and their implementation in the subsequent years.

Evaluasi Program Pembelajaran Ilmu Pengetahuan Alam (IPA) Pada Adi Widya Pasraman Di Provinsi Bali Dengan Model Evaluasi Context Input Process Product (CIPP)

Science learning is one of the subjects included in the curriculum of Pasraman including Adi Widya Pasraman. However, so far, there has been no research aimed at evaluating science learning in Pasraman. In addition, the results of science literacy surveys in Indonesia recently have experienced a decline, so science learning needs to be evaluated. This research aimed to: 1) evaluate the science learning program at Adi Widya Pasraman in Bali Province using the Context, Input, Process and Product (CIPP) model and 2) analyze the effectiveness of the science learning program at Adi Widya Pasraman in Bali Province. This research was classified as an evaluative research study. The population and sample for this research were all Adi Widya Pasraman in Bali province. The instrument of this research was a questionnaire as the main instrument and was reinforced with observation sheets and interview guidelines. The data was analyzed descriptively and the effectiveness test was carried out using the Glickmann model. The research results showed that: 1) the aspects of context and process t are effective and good criteria; 2) the aspects of input and product are classified as sufficient and less effective; 3) overall the science learning program at Adi Widya Pasraman in Bali Province is quite effective.

The Evaluation of Implementation Merdeka Curriculum at The Centre of Excellence Vocational High School

This study aims to evaluate the implementation of the Merdeka Curriculum at the Centre of Excellence vocational high schools in North Sumatra. This study used a qualitative approach with CIPP (context, input, process, and product) evaluation model. The subjects used were school principals and teachers from vocational high school in North Sumatra by purposive sampling. Data collection techniques were carried out using questionnaires sent online via Google form and data analysis techniques using descriptive analysis. The research results showed that the implementation of the Merdeka Curriculum in vocational high schools, which have become centers of excellence, had been running quite effectively and efficiently even though, in terms of implementation, it still needs to be improved. Based on the research results, data was obtained in the context evaluation of the implementation of the Merdeka Curriculum at the Center of Excellence Vocational School; it was in the very good category. Likewise, the input evaluation was in the good category. Furthermore, the process evaluation was in the very good category, and the product evaluation was in the good category. The conclusion from this study is that teachers must be role models for students and can inspire students to develop their creativity. In addition, teachers need to upgrade their competence so that they can continue to learn to implement differentiation learning that is fun and pro-student.

Using a CIPP-Based Model for Evaluation of Teacher Training Programs in a Private-sector EFL Institutes

As teachers play a significant role in language learners’ academic achievement, their training programs should be subjected to ongoing evaluation and analysis in order to ascertain teachers are equipped with adequate knowledge and skills. This study aimed to evaluate a private sector pre-service teacher-training program using the Context, Input, Process and Product (CIPP) model. For such a purpose, the program policies, planned course of actions and real practices, as well as the outcomes were closely studied through a sequential mixed-method design. The required data were obtained from the program’s stakeholder layers (N=296: 100 supervisors, 58 trainers, 100 teachers, and 38 trainees) participating in data collection phases using multiple methods and instruments including interviews, observations and surveys. All instruments were subjected to detailed validation and reliability investigations. The results revealed degrees of positive perspectives towards the program’s functioning and outcomes in training reflective, creative and energetic teachers. Although the participants reported optimistic views about the program quality, required modifications and essential improvements were strongly stressed by the trainers in terms of the length of the course, focus on classroom management, and provision of practice opportunities. The findings have implications for evaluation of teacher training programs implemented in similar contexts elsewhere.

A Virtual Pilot of a Multispecialty Group Mentoring Program for Underrepresented in Medicine (URiM) Trainees and Faculty

Background: Underrepresented in medicine (URiM) trainees and faculty often face limited mentorship and an increased sense of isolation in academic medicine. The objective of this pilot study was to determine if transitioning the Mentoring in Inclusion and Diversity program, a group mentoring model for URiM physicians spanning career levels and specialties, from an in-person to a virtual format during the COVID-19 pandemic was feasible and acceptable. Methods: MIND involves mentoring within multispecialty “families” composed of URiM medical students, residents, fellows, and faculty. A series of workshops comprises the formal program, which in 2020, transitioned to a virtual format. We applied the Context, Input, Process and Product (CIPP) evaluation model for continuous improvement of workshops. Through surveys, we elicited participants’ perceptions of engagement and helpfulness for each workshop, general feedback, and suggestions for improvement. Survey responses were analyzed descriptively, and open-ended comments were content-analyzed. Results: For the 2020-2021 academic year, the authors grouped 111 participants across 10 families and organized 6 virtual workshops on the following topics: How to be a Mentor, Meeting your MIND Family, Imposter Syndrome, Microaggressions, two Career Mentor Spotlights, and a book club. The CIPP model facilitated iterative improvements. Participants viewed workshops, on average, as being helpful (87%) and engaging (88%). Participants reported enjoyment of small groups, connecting with other URiM physicians, and desire for increased time for family discussions. Conclusions: The MIND group mentoring model was feasible and acceptable in a virtual format.

Evaluation of teacher professional development program: A review of pre-service English teacher professionalism

The growing need for proficient educators has driven the government to establish extensive Pre-service Teacher Professional Development Programs. This research examined the implementation of the English Language Pre-service Teacher Professional Development Program at Universitas Muhammadiyah Malang. Employing a field research approach, this qualitative study utilized the CIPP (Context, Input, Process, and Product) model to analyze the program's effectiveness. The study yielded descriptive data, shedding light on the program's impact on participants' professionalism. The findings revealed a significant enhancement in the participants' professional competencies. This improvement is evident in their expanded knowledge of pedagogical content, as well as their heightened skills in preparing all facets related to the English language teaching (ELT) process. This encompasses the creation of ELT materials, instructional media, the utilization of diverse teaching, and school administrative management. The significance of this research lies in its contribution to the ongoing discourse on teacher professional development in the context of English language education. The study's insights could inform educational policymakers, curriculum designers, and teacher training institutions about the strengths and areas of improvement within the program. This research aimed to enrich the quality of English language education and foster the growth of proficient and dedicated educators.

CIPP Evaluation Model: Analysis of Education Implementation in PAUD Based on Government Policy on Implementation of Learning During the Covid-19 Pandemic

During the Covid-19 pandemic, various policies related to learning implementation procedures were launched by the government at various levels of education, including the PAUD level. This policy aims to prevent the transmission of Covid-19 and the continuity of education during the pandemic. This study aims to analyze the implementation of education in PAUD based on government circulars/policies regarding the application of learning during the pandemic through the CIPP evaluation model. This research is qualitative research with the CIPP evaluation model method. The evaluation of the CIPP model has four interrelated components, namely the evaluation of Context, Input, Process and Product (CIPP). The subject of this research is PAUD-KB Nurfajrin. The research results on the context aspect, the application of learning during the pandemic was due to individuals having to keep their distance to prevent transmission. In the input aspect, the implementation of learning is by government policy. Teachers and parents receive assistance from the government for the fulfilment of facilities and infrastructure. Therefore, teachers and parents can work well together, and children are well prepared. In the process aspect, learning during the Covid-19 pandemic went well. Lastly, on the product aspect, during the learning process during the pandemic, there were no students, parents or teachers who were positive for Covid-19. In addition, during learning during the pandemic, children also experienced good development.

Evaluation of Gateball National Championship in 2022

Gateball is a sport developed after World War II. It is a combination of golf and cricket. In Indonesia, the national gateball championship is one of the annual programs that aims to build and improve gateball performance among sportsmen. As the number of gateball fans in Indonesia increases, it is necessary to evaluate to increase public trust and provide information to gateball organizations in Indonesia. The main purpose of this study was to evaluate the national gateball championship. This research uses qualitative and evaluation techniques using Context, Input, Process and Product (CIPP) methods with a descriptive approach. Data collection method used triangulation (questionnaire, interview, and observation). We used a random sampling method. Study population covered 32 provinces, involving 515 respondents representing all provinces in Indonesia. In this study we found (1) context evaluation: national championships need to be expanded in order to create young athlete seeds, (2) input evaluation: participants, organization, financing, and committee have not been carried out properly and need to be improved in accordance with the development of gateball competitions, (3) process evaluation: sports competition regulations must always be updated in accordance with the development of gateball in Indonesia, and (4) Product evaluation: there is an increase in the number of participants and high public interest in organizing national competitions every year. Athletes competing in national gateball championships focus on the achievements obtained by athletes at both the regional and national levels. In addition, media support as a means of publication and promotion of sports to the public needs to be expanded.

Assessing Professional Development Training for Library Leader Candidates

Library, as a place holding pivotal roles to support instructions at schools, should be led by a competent and qualified leader. The present research is purposefully conducted to assess the training program intended for school library leader candidates. Qualitative method was employed by the implementation of CIPP (Context, Input, Process and Product) model. The data were collected through observations, interviews and document analysis. Snowball sampling technique was utilized to choose the research participants. The participants involved in this research were the head of assurance council, the head of training program, and the training partners. The present research indicates the following findings. Generally, the training is regarded as successfully implemented. To be more specific, 1) context evaluation assesses legal standing, objectives, and target of the training; 2) input evaluation assesses resource of the training; 3) process evaluation assesses trainee recruitment, teaching and learning process, and monitoring-evaluation of the training; and 4) product evaluation assesses cognitive, affective and skill domain of the trainees. The present research implies program segmentation for each level of education due to different problems encountered in reality. Training resource aspect also needs special attention.

PRIMARY SCHOOL EDUCATION LEVEL EVALUATION OF THE WEDNESDAY READING MOVEMENT (GERABA) PROGRAMME

This study aims to analyze the implementation of the GERABA (Wednesday Reading Movement) program, supporting factors as well as inhibiting factors and input as improvements to the program. This type of research uses descriptive qualitative by applying the Context, Input, Process and Product (CIPP) evaluation model. The subjects in this study were school principals and teachers who were involved in implementing the Wednesday Reading Movement (GERABA) program at Sarakan 2 Public Elementary School. Data were collected by means of observation, interviews, and document study. The results of the context research analysis show that the implementation of the GERABA program at SD Negeri Sarakan 2 which is carried out routinely every Wednesday has not been able to increase students' interest in reading, while the input by the facilities and infrastructure is considered inadequate. In the process component which includes retelling up to the library visit it is still difficult to do, and in the product component the expected output has not been optimally achieved.

Supporting Akreditasi LAM Teknik: Evaluasi Implementasi MBKM di Fakultas Saintek UIN Sunan Kalijaga Yogyakarta

The fulfillment of the students’ rights to study for three semesters outside study programs is one program of Merdeka Belajar-Kampus Merdeka (MBKM) or Freedom to Learn-Independent Campus policy. The MBKM program has begun to be implemented at the Faculty of Science and Technology (Saintek) UIN Sunan Kalijaga Yogyakarta for almost 4 semesters. An evaluation has been conducted using the CIPP (Context, Input, Process and Product) evaluation model to assess its effectiveness. The results of the evaluation indicate that the program has had a positive impact on student achievement, although it has not yet met the standard for LAM Engineering accreditation that is having a certain number of outbound participants with a minimum of 20 credits. However, the program is trending in a positive direction, and it is hoped that it will continue to improve and provide benefits for all stakeholders particularly in support of LAM Engineering accreditation assessments.

The Evaluation Of Leadership Role In Improving The Quality Of Education At Al Fida Qur'an Islamic Boarding School

Abstract: Leadership has experienced difficult roles such as educators, managers, administrators, supervisors, and motivators in improving the quality of education, characterized by difficulties recruiting new students even schools are closed or schools disband. The purpose of this study is to evaluate the role of leadership in improving the quality of education in Pesantren Qur'an Al Fida. Using descriptive-qualitative methods, with a CIPP (Context, Input, Process and Product) model approach. Primary data sources obtained through direct observation in the field, and secondary data obtained through pesantren leadership report documents, representatives, teachers, and pesantren administration personnel through interviews, observations, and documentation. Data analysis using library research, by studying, collecting and processing data from various literature sources, both journals and books. The results of the study concluded that the evaluation of the role of leadership in improving the quality of education in the Qur'an Al-fia Islamic Boarding School. The contex stage has been carried out its leadership role. The input stage of pesantren leaders has a good influence, namely, providing life examples, paying attention, developing the potential of education staff and teachers, through education and training both seminars, workshops, webinars, providing motivation and a better vision and mission for the future. At the stage of the process, pesantren leaders make adjustments between programs that have been planned to improve the quality of education including improving teacher performance, involving students. The product stage, has implemented a teacher performance improvement program, comfortable learning for students, so that students excel both provincially and nationally. So it can be suggested that if you want to improve the quality of Qur'an Al Fida pesantren education, then increase the role of leadership.Keywords: Evaluation, Leadership Role, Quality of Education, Pesantren Qur'an Al Fida.