Context, Input, Process And Product Research Articles

The requirements of developing programs for the management of non-communicable diseases in Iran based on the CIPP model: a qualitative study

PurposeOne of the priorities of the health system is community health promotion. In this regards, proper development of programs and plans is needed to create a responsive system which leads to health promotion. The aim of this study was to identify the requirements for developing non-communicable disease (NCDs) programs based on CIPP (context, input, process and product) model.Design/methodology/approachThis is a qualitative study. Data were collected through semi-structured interviews with 40 experienced informants in the field of NCDs. The interviewees were selected bases on pre-determined criteria which then were completed by snowball sampling. Analysis was carried out using a content analysis approach that led to identifying program development requirements in four dimensions of context, input, process and product.FindingsTwenty-nine requirements of developing program were categorized in four domains of context, input, process and product. These requirements comprised of pilot studies, the existence of appropriate needs assessment, evidence-based programs, promoting organizational culture, adequacy of resources, identification of stakeholders and comprehensive cooperation and existence of an appropriate evaluation system.Research limitations/implicationsSince this study was performed through a qualitative method, it is possible, some prerequisites of program development may not be encountered. But the extreme effort has been made to perceive diversity and different aspects.Originality/valueThe first study was in the field of appropriate requirements for program development in the context of a centralized health system in a developing country.

Evaluation of the Chemistry curriculum at the lower secondary level: feedback from educators

Abstract Mauritius is presently witnessing a major educational reform, which has necessitated a review of the lower secondary curriculum in all subjects, including Science. Educators were called to evaluate the Science curriculum (which includes Biology, Chemistry and Physics components) by providing feedback on the curriculum content and content organisation. One hundred and thirty-three educators took part in this exercise. This paper focuses on a detailed analysis of the feedback obtained from educators regarding the lower secondary Chemistry curriculum (LSCC) to identify the challenges encountered in its implementation. The Process component of the Stufflebeam’s (Stufflebeam DL. The CIPP model for evaluation. In: Evaluation models. Dordrecht: Springer; 2000:279–317 pp) Context, Input, Process and Product (CIPP) Evaluation model has been used as a framework for the study. Based on qualitative thematic analysis, four main challenges were identified in the implementation of the LSCC namely, ensuring curriculum continuity, avoiding curriculum overload, the need for more laboratory experiences and knowledge transfer.

Evaluation of TOEFL preparation program at ELTI Gramedia using CIPP (context, input, process, and product) model

This research focuses to investigate how the context, input, process, and product of the TOEFL Preparation Progam at Lembaga Pendidikan Bahasa Inggris, ELTI Gramedia Yogyakarta contribute to the success of the program. The research applied a qualitative research design and collected the data by online observation, online interview, and online documentation. The researcher used Stufflebeam’s theory of CIPP (Context, Input, Process, and Product) Model to evaluate the TOEFL Preparation Program at ELTI Gramedia. The research participants were the director of ELTI Gramedia, the teachers of the TOEFL Preparation Program, and the students of the TOEFL Preparation Program. Findings showed firstly, in the context evaluation, the objective of the TOEFL Preparation program was relevant and fulfilled the student's needs. The objective of a program was based on need analysis. The need analysis underlay the program objective. The need analysis tended to be on market need. Secondly, in terms of input evaluation, it was good because all the teachers had good quality in teaching at the TOEFL Preparation class. All of the teachers graduated from the English department. The teachers already had some training before they taught in the class. The facilities in teaching online properly facilitated the students. Thirdly, in the process evaluation, it was not good enough because the online teaching and learning were still not effective. Some students were still passive in the class, although the teacher had explained the material rightly. Sometimes, the bad internet connection made them could not enjoy the class efficiently. In teaching strategy, some of teacher did not apply strategies for doing the TOEFL test. The teachers only asked the students to answer the questions and discussed them. Lastly, in the product evaluation, it was good because the TOEFL Preparation program succeeded in improving the student’s skills. The students had higher TOEFL scores than before. While, the students were not maximal to obtain a good score on the TOEFL test. The higher score of TOEFL is 600 scores.

How is sexuality education for adolescents evaluated? A systematic review based on the Context, Input, Process and Product (CIPP) model

ABSTRACT Despite growing interest in the effectiveness of sexuality education, only a single systematic review regarding its evaluation has been conducted. This review aimed to systematically analyse studies that include the evaluation of sexuality education for adolescents using the Context, Input, Process, Product (CIPP) model, and summarise evidence concerning relevant theoretical and methodological issues. From inception to 2017, eleven databases were searched and additional hand searches were completed. Full text, peer reviewed articles covering the evaluation of sexuality education for adolescents were considered. After examining 832 abstracts, 64 publications were retained. Almost half of them were published after 2010; and more than a half came from Europe. Products, and specifically short-term outcomes, were the most evaluated components, while inputs and long-term outcomes were the least often evaluated. Findings reveal a detached and narrow approach to evaluation. Quantitative methodology, experimental and pre/quasi-experimental designs, and questionnaire were the gold standards. A focus on adolescents and school settings for participant selection could be observed, as well as a bias towards public health risks. In the light of the growing interest in sexuality education evaluation, current practices, perhaps constrained by funding issues, lead to an evaluation that seeks mainly to prove rather than improve. Practical recommendations are suggested.

Evaluation of Authentic Assessment Implementation on Biology Learning at SMA Negeri in Semarang

Authentic assessment is an assessing technique on 2013 curriculum learning. Authentic assessment assesses learning process and students’ learning outcomes. This research aims to evaluate authentic assessment implementation on Biology learning at 4 Public Senior High Schools in Semarang. This descriptive qualitative research used CIPP (context, input, process, and product) evaluative model. The data was taken by observing, interviewing, and analyzing instrument quality used by the teacher during learning. The research instrument was developed and modified from Sumei (2014) and Bhakti's (2017) research findings. The data was analyzed by using Milles & Huberman model which consisted of reduction, display, and conclusion. The findings of authentic assessment implementation showed various outcomes. The authentic assessment instrument development of Public SHS A, B, C, and D’s biology teachers in Semarang was generally categorized excellent or high. All teachers had obtained 2013 curriculum learning training through Biology teacher discussion. The teachers were regularly supervised once in a year. The process of biology authentic assessment implementations at SHS A, B, C, and D in Semarang were categorized sufficient or moderate. The findings showed that SHS A student learning outcome average was 51; SHS B was 72; SHS C was 63; and SHS D was 73. The hindrances of the SHS A, B, C, and D’s teachers in implementing the assessment dealt with cognitive, affective, and psychomotor aspects of the students simultaneously during each learning.

EVALUASI IMPLEMENTASI PROGRAM PENGUATAN PENDIDIKAN KARAKTER DI SD MUHAMMADIYAH PANDES PROGRAM PLUS TAHUN AJARAN 2019/2020

This study aims to describe the achievements of the character education program in the implementation of Teaching and Learning Activities, extracurricular activities, and the implementation of the character education program at SD Muhammadiyah Pandes. This study uses the CIPP (Context, Input, Process, and Product) model as a tool for evaluation. The method used in this research is descriptive. Collecting data in the evaluation process, namely interviews, observation, document study, and questionnaires. The data analysis techniques used in this study were data reduction, data presentation, and conclusion drawing. Sources of data were obtained from school principals, homeroom teachers, educators/teachers, students in grades 4, 5, and 6 as well as 10 representatives of guardians from grades 4, 5, and 6. The results showed that the character education program has achieved excellent results. Implemented by school residents. Among them at the context stage, the average achievement is in the high category, at the input stage in the high category, at the process stage in the high category, and at the product stage in the high category. Overall the character education program has met the standard criteria. Overall the character education program has met the standard criteria, but there are several focuses that need to be improved including, 1) the principal to make a decree for the character education task team, 2) the teacher to remain committed and increase the application of character values in daily school activities, 3) Students carry out character education programs that are held at school well and participate actively, 4) Parents must continue to work together with the school and pay special attention to their children by fostering and educating through habitual behavior and good behavior in everyday life.

EVALUASI PROGRAM PENINGKATAN KOMPETENSI GURU MADRASAH IBDTIDAIYAH PADA DIKLAT PENYUSUNAN RPP DI BALAI DIKLAT KEAGAMAAN MEDAN

This research was conducted at the Balai Diklat Keagamaan Medan with the aim of evaluating the Madrasah teacher competency improvement program in substantive technical training for the preparation of the RPP for Madrasah Ibtidaiyah Teachers. This type of research is qualitative research using the CIPP (context, input, process and product) evaluation model which focuses on core questions, namely the context of the Madrasah teacher competency improvement program, the input conditions for the Madrasah teacher competency improvement program, the process conditions for the improvement program. Madrasah teacher competencies and product conditions in the Madrasah teacher competency improvement program. The results of this study consisted of 4 components. First. The context dimension is the analysis of the legal basis criteria, that every education and training must have a legal umbrella including Regulation of the Minister of Religion 10 of 2018 concerning amendments to PMA No. 59 of 2015 concerning the Organization and Work Procedure of the Education and Training Center and the Criteria for the Analysis of the Education and Training Organization, that the education and training organization that manages the education and training activities has a legal basis and also has a legal basis at work, the education and training organization is a transition of responsibility from the Kasi to the training committee. Educational and Religious Technical Staff were then given a Letter of Appointment (SK).

Evaluation of Preschool Education Program According to CIPP Model

The main purpose of the research is the evaluation of the pre-school education program according to CIPP (context, input, process, and product) model belongs to Stufflebeam. Parallel design form mixed research methods was used in the research. Quantitative data of the research were collected from 122 preschool teachers working in public or private schools in 2019 – 2020 academic years. Qualitative data were collected from 10 pre-school teachers via an online interview with the help of a semi-structured interview form. In the research, ‘Preschool Education Program Evaluation Scale’ and ‘semi-structured interview forms’ prepared by the researchers were used as data collection tools. As a result of the study, it was revealed that the teachers stated the most negative opinions in the context dimension. Teachers stated that there is not enough equipment to organize learning centers in this dimension, and the physical characteristics of schools are not sufficient for pre-school education. Although generally positive opinions were expressed in the input dimension, it was revealed that the individual differences of the children and the family factor were not taken into account in the program. Finally, when we look at the product dimension, it was stated by the teachers that preschool education facilitates the school orientation of children and is effective in preparing children for primary school, but pre-school education is not effective in solving the problems arising from the family.

The Role of Alternative Education in Tackling Students Dropout

The dropout rate is still relatively high in Surakarta. Many children cannot get an education from elementary to high school levels in Surakarta. The causative factors are economic that force children to work for daily needs and social environment that does not support learning activities. Alternatives education is one way to make economically disadvantaged people can get the education services needed. This study’s problem formulation is how alternative education reduces student dropout rates. This study aims to analyze and evaluate the alternative education programs to find effective methods to reduce student dropout rates at the Community Learning Center of Rumah Pelangi Sangkrah in Surakarta, Central Java Province, Indonesia. The theory used is Paulo Freire’s Conscientization Theory. The method used is Daniel Stufflebeam’s CIPP (Context, Input, Process, and Product) evaluation model with a qualitative research approach and conducting in-depth interviews with several informants and secondary data sources from related institutions. This evaluation study, one of which, in the context of Rumah Pelangi Sangkrah, it becomes one of the agencies that tackle students’ dropout due to the critical awareness of education actors and increased awareness of dropping out students. The strategy is to realize the importance of education with a personal approach to students’ dropout and parents. In terms of input, tutors’ availability is sufficient, but it is necessary to improve tutors’ welfare because the daily operational costs are already quite good. The learning process and the learning hour curriculum applied are very suited to the students’ condition. There are even alternative methods in online learning for students if they cannot attend class. In terms of output, through the ongoing program, Rumah Pelangi Sangkrah has been able to graduate the students through Package C Study Group of Equivalency Education Program to entrance several state universities using certificate equivalency.

Evaluasi Penyelenggaraan Webinar: Strategi UMKM Korea Selatan Bertahan Dalam Pandemi COVID-19

One of the economic sectors that has been significantly affected by the COVID-19 pandemic in Indonesia is the middle and lower class businesses, which are often referred to as Medium, Small and Micro Enterprises (MSMEs). The Trade Education and Training Center, has an important role in being able to contribute to the wider community, by providing information and knowledge and new enthusiasm in facing this pandemic, one of which is for MSMEs in Indonesia by holding various trainings and seminars which are held online (webinars) which accessible to all MSME players in Indonesia. Pusdiklat Trade held a webinar with the theme "Strategies for South Korean MSMEs to Survive the COVID-19 Pandemic" with resource persons the Head of ITPC (Indonesia Trade Promotion Center) Busan - South Korea using the Kudagang LMS (Learning Management System). The purpose of this study was to evaluate the implementation of knowledge sharing using the distance learning method (e-learning) by utilizing the Kudagang LMS using the CIPP (Context, Input, Process and Product) evaluation approach. The research method used is quantitative methods through surveys using questionnaires and qualitative descriptive approaches through scientific literature review. The results showed that the average score of the participants' evaluation of the webinar was in the good and satisfying category. Although there are still several components that need to be improved, this webinar activity is feasible to continue with different materials and sources and is targeted at participating stakeholders from various stakeholders related to the duties and functions of the Trade Education and Training Center, both ASN and non ASN as centers of excellence for trade people in Indonesia.

Evaluation of the Integrative Holistic-Based Al-Islam Kemuhammadiyahan and Arabic Language (ISMUBA) Curriculum at SMA Muhammadiyah Sidoarjo

Muhammadiyah High Schools in Sidoarjo Regency has become as a pilot project education researchers in the scheme organized by PP Muhammadiyah’s Diktilitbang Assembly. This research aims to study and analyze the planning, implementation, and evaluation of the Holistic-Integrative-based ISMUBA curriculum in Muhammadiyah High Schools in Sidoarjo Regency with the context, input, process and product (CIPP) evaluation model. The data collection techniques used by researchers are observation, interview and documentation techniques. Then the researchers analyzed the data using the Miles & Hiberman design, namely data reduction, presentation, conclusion and verification. ISMUBA curriculum implementation process in accordance with the guidance of the Dikdasmen assembly based on a comprehensive and integrated holistic curriculum base through curriculum content standarts, centered on the potential, development, needs of students, combining knowledge and Islam, and forming and instilling habits of Islamic values in school, and a small note related to Arabic learning of Muhammadiyah 3 Tulangan high school and Muhammadiyah 4 Porong high school are still classified as using the classical system.

Evaluasi Tempat Uji Kompetensi Teknisi Otomotif dalam Peningkatan Mutu Lulusan Sekolah Menengah Kejuruan

The objective of this research is to evaluate the context, input, process and product components in Evaluating Implementation of Competency Test Place for Automotive Technician at SMK Negeri 2 Salatiga. The implementation of this research is conducted with a descriptive evaluative research method using CIPP (context, input, process and product) evaluation model. Data collection in this research is carried out through interviews, observations and documentations which are validated through Focus Group Discussion (FGD) activities. The results of this research stated that: 1). Context Evaluation of Implementation Competency Test Place for Automotive Technician at SMK Negeri 2 Salatiga is based on the identification of needs and policies by the government; 2). Input Evaluation of Implementation Competency Test Place for Automotive Technician at SMK Negeri 2 Salatiga already has technical and administrative readiness in the Field of Automotive Engineering Expertise; and Competency Test for Automotive Technicians; 3). Process Evaluation of Implementation Competency Test Place for Automotive Technician is still not in accordance with expectations and plans that have been made; 4). Product Evaluation of Implementation Competency Test Place for Automotive Technician at SMK Negeri 2 Salatiga has been carried out, however there are still many obstacles encountered in it. The conclusion of this research is the decision on the Implementation Competency Test Place for Automotive Technician at SMK Negeri 2 Salatiga is more incremental. It seems to be an important consideration that the Implementation Competency Test Place for Automotive Technician at SMK Negeri 2 Salatiga should be continued with some improvements.

Evaluation for education program and basic training for Jakarta public order agency

This research/evaluation be held for evaluating Evaluation for education program and basic training for Jakarta public order agency in periode 2012 until 2018 which be held by Civil service police and Human Resources Development Agency (Field Study). This evaluation for analising comprehensively to significant several aspect in several stages, which consists of stages1, including aspect : a. Legal foundation, b. Need analysis, c. Purpose, also program targets, and stages2, including aspect: a. Participant, b. Organization structure, c. Program and activities, d. Procedure, e.Guidebook, f. Instructors, g. Administrator/Committee, h. Instructional media, i. Means, infrastructure, and Budget, and stages3, including aspect, a. Participant reaction, b. Learning, c. Behavior, also stages4, which including: a.result, b. Program impact. Qualitative approach used on this research. Primary data, and secunder was obtained through observation, interview, study of document, focus group discussion, with all the credible informants. This evaluation be held by using Stufflebeam model, Context, Input, Process and Product (CIPP). Data analysis trough interactive approach Miles and Huberman in data display activity, data reduction, and drawing conclusion. Research/evaluation result. Evaluation result showing that most aspects in contex stages, input, and process also product, getting good judgment, Which means it's done / available according to criteria, so program recommended need to be developed with adjustment on law No.23 of 2014 about local government and Government regulation No. 16 of 2018 about civil service police which has become the development guidelines of education basic program, technical, and functional civil service police all over Indonesia.

A Study of Multi Entry and Multi Exit Education System in Increasing Vocational High School Graduates Skills

System of education, included vocational education is seen as one important barometer for ensuring the national education system of a nation. In this context, the quality of teachers, including vocational teachers is the main factor affecting the quality of educational systems. This research focuses on the implementation of a multi entry multi exit system in Vocational Secondary School (VSS) in West Java. This system of learning is the development of integrated and sustainable industry-based learning. It is expected to build a balance between developing competencies and developing work character/culture that support each other to produce vocational graduates ready to work quality and competitiveness. The method used is descriptive evaluative with CIPP (Context, Input, Process and Product) design. The case of this study is to evaluate about how much is the significance of the implementation of the multi entry and exit system implemented at SMK and industry by graduates ready to work. The results of the evaluation of the above problems identified thath the multi entry multi exit system can increase 1-2% of graduates absorbed by the industry. The discussion of this study formulated the need for inovating multi entry multi exit systemby carrying out a series of activities as follows; synchronize curriculum, integrating learning with industry and industry class program, internship teacher and student at industry, self-service work development and or entrepreneurship as a condition to get a diploma.

Evaluasi Implementasi dan Strategi Pengembangan Teaching Factory pada Sekolah Menengah Kejuruan (SMK) di Kabupaten Kebumen Jawa Tengah

This research is an evaluative type of CIPPO model research. CIPP (Context, Input, process, and Product) developed by Stufflebeam plus O (Outcome). The sampling technique was purposive sampling which was done by interview and documentation. The targets of this study were the principal, Head of the Engineering and Light Vehicle Engineering Program, Head of Teaching factory Production Unit, and several students involved in teaching factory activities. The results of the study showed that: 1) The effectiveness of teaching factory implementation at SMK Muhammadiah Kutowinangun was very good while in SMKN 2 is quite good. 2) Supporting factors for the implementation of teaching factory in the two SMKs studied are relatively the same, namely support from all stakeholders, adequate facilities and infrastructure, competent teachers. 3) The inhibiting factor of teaching factory implementation in the two schools studied among others is the absence of marketing staff (promotion and order seekers), the absence of technicians who specifically serve customers. 4) The strategy used in the development of teaching factories in the two SMKs studied was to use the 4 P marketing strategy, namely Product, Place, Price, and Promotion (Times New Roman 11, spasi tunggal, dan cetak miring).

The Evaluation of Students’ Prosocial Behavior On Primary Education Level

This study aims to evaluate the prosocial behavior of elementary school level students, especially State Junior High School students in Bantul Regency. This research is evaluation research with a quantitative descriptive approach with the CIPP (Context, Input, Process, and Product) model. The research subjects were 131 students of Bantul Regency Public Middle School. Data collection through the questionnaire, interviews, observation, and documentation methods. The results of this study indicate that in general the prosocial behavior of students in Bantul Regency State Junior High Schools was included in the quite good category. The results of this study also showed that the strengthening of the prosocial behavior of state junior high school students in the Bantul Regency was good enough as outlined in the school development program planning document and school activity plan

STUDY ON EVALUATION OF STARTUP BUSINESS TRAINING MODELS IN THE ENTREPRENEURSHIP SKILLS EDUCATION PROGRAM AT WEST JAVA COURSE AND TRAINING INSTITUTE, INDONESIA

The Entrepreneurship Skills Education Program (ESE) has been held since 2016 in Indonesia. The focus of this training is the change in knowledge, skills and attitudes of entrepreneurs with the main target of people who are weak in the economic and educational side. This program is an effort to expand access to education and employment opportunities through the creation of new entrepreneurs. The Course and Training Institute (CTI) has a role in organizing the ESE program. Considering its strategic position in community economic empowerment, this study aims to 1) describe the evaluation model used by CTI in the ESE Program and 2) describe the follow-up of the ESE program evaluation results. This research uses a descriptive qualitative approach. The sample was chosen based on purposive sampling, namely 1) CTI has conducted at least two years programs, 2) the type of bridal makeup training, 3) CTI is in West Java. From the determination of the sample, CTI were selected in Cimahi, Cianjur, and Bekasi. Data were collected through interviews with 3 managers from June to August 2019. Data were analysed using qualitative methods of the Milles and Huberman models. The results showed that: 1) the evaluation model of the Entrepreneurship Skills Education Program uses CIPP (Context, Input, Process, and Product). Context shows the goals of the program, the input shows the changes needed to improve the program, the process shows the suitability of the plan with the implementation of the program, and the product shows the measurement of program achievements. 2) the follow-up of the evaluation results carried out by CTI regarding the ESE Program has an effect on the improvement of the program in the following year. This is indicated by a change in the indicators of success in the 2019 ESE program. The implications of this study as material for developing an entrepreneurship education evaluation model in non-formal institutions and the basis for decision making. Keywords: Entrepreneurial Education, CIPP, Evaluation Model, Course and Training Institution, Government Funded.

STUDY ON EVALUATION OF STARTUP BUSINESS TRAINING MODELS IN THE ENTREPRENEURSHIP SKILLS EDUCATION PROGRAM AT WEST JAVA COURSE AND TRAINING INSTITUTE, INDONESIA

The Entrepreneurship Skills Education Program (ESE) has been held since 2016 in Indonesia. The focus of this training is the change in knowledge, skills and attitudes of entrepreneurs with the main target of people who are weak in the economic and educational side. This program is an effort to expand access to education and employment opportunities through the creation of new entrepreneurs. The Course and Training Institute (CTI) has a role in organizing the ESE program. Considering its strategic position in community economic empowerment, this study aims to 1) describe the evaluation model used by CTI in the ESE Program and 2) describe the follow-up of the ESE program evaluation results. This research uses a descriptive qualitative approach. The sample was chosen based on purposive sampling, namely 1) CTI has conducted at least two years programs, 2) the type of bridal makeup training, 3) CTI is in West Java. From the determination of the sample, CTI were selected in Cimahi, Cianjur, and Bekasi. Data were collected through interviews with 3 managers from June to August 2019. Data were analysed using qualitative methods of the Milles and Huberman models. The results showed that: 1) the evaluation model of the Entrepreneurship Skills Education Program uses CIPP (Context, Input, Process, and Product). Context shows the goals of the program, the input shows the changes needed to improve the program, the process shows the suitability of the plan with the implementation of the program, and the product shows the measurement of program achievements. 2) the follow-up of the evaluation results carried out by CTI regarding the ESE Program has an effect on the improvement of the program in the following year. This is indicated by a change in the indicators of success in the 2019 ESE program. The implications of this study as material for developing an entrepreneurship education evaluation model in non-formal institutions and the basis for decision making. Keywords: Entrepreneurial Education, CIPP, Evaluation Model, Course and Training Institution, Government Funded.

STUDY ON EVALUATION OF STARTUP BUSINESS TRAINING MODELS IN THE ENTREPRENEURSHIP SKILLS EDUCATION PROGRAM AT WEST JAVA COURSE AND TRAINING INSTITUTE, INDONESIA

The Entrepreneurship Skills Education Program (ESE) has been held since 2016 in Indonesia. The focus of this training is the change in knowledge, skills and attitudes of entrepreneurs with the main target of people who are weak in the economic and educational side. This program is an effort to expand access to education and employment opportunities through the creation of new entrepreneurs. The Course and Training Institute (CTI) has a role in organizing the ESE program. Considering its strategic position in community economic empowerment, this study aims to 1) describe the evaluation model used by CTI in the ESE Program and 2) describe the follow-up of the ESE program evaluation results. This research uses a descriptive qualitative approach. The sample was chosen based on purposive sampling, namely 1) CTI has conducted at least two years programs, 2) the type of bridal makeup training, 3) CTI is in West Java. From the determination of the sample, CTI were selected in Cimahi, Cianjur, and Bekasi. Data were collected through interviews with 3 managers from June to August 2019. Data were analysed using qualitative methods of the Milles and Huberman models. The results showed that: 1) the evaluation model of the Entrepreneurship Skills Education Program uses CIPP (Context, Input, Process, and Product). Context shows the goals of the program, the input shows the changes needed to improve the program, the process shows the suitability of the plan with the implementation of the program, and the product shows the measurement of program achievements. 2) the follow-up of the evaluation results carried out by CTI regarding the ESE Program has an effect on the improvement of the program in the following year. This is indicated by a change in the indicators of success in the 2019 ESE program. The implications of this study as material for developing an entrepreneurship education evaluation model in non-formal institutions and the basis for decision making. Keywords: Entrepreneurial Education, CIPP, Evaluation Model, Course and Training Institution, Government Funded.

Evaluation of Leadership Programs (PIM) Level III For Civil Servants In The Education and Training Center (Pusdiklat) of The Ministry of Manpower (Kemnaker) RI

The purpose of this study is to describe the implementation of Level III Education and Training Program (PIM III) for Civil Servants (PNS) in the Education and Training Center Institution of the Ministry of Manpower Republic of Indonesia (Pusdiklat Kemnaker RI), so that it can be used by policy makers to improve its implementation. The research method uses the program evaluation model CIPP (Context, Input, Process and Product) and Impact. Evaluation was carried out on the implementation of Program Diklat PIM III held in the 2015-2016 period by the Pusdiklat Kemnaker RI. In this study involved 57 informants from the Ministry of Administrative and Bureaucratic Reform (PAN RB) as regulators, the State Administration Institute (LAN) as the implementing policy, National Board for Placement and Protection of Indonesian Overseas Workers (BNP2TKI ) as a place for alumni and the Pusdiklat Kemnaker RI as the organizer. Overall the results of evaluation research on the implementation of the Program Diklat PIM III by the Pusdiklat Kemnaker RI is considered to be Less or 57.69% of the evaluation criteria can be met. The Context Sub-focus (C) reaches a value of Very Less or 40.43%; The Input subfocus achieved a Good value or 77.92%; The Process sub-focus (P) achieves Very Good or 100%; The Product sub-focus (P) achieves less or 59% and The Impact (I) of alumni on organizations reach Very Less or 11.1%. The recommendations of this study can be applied to the Program Diklat PIM III Cycle Model as part of the Echelon III Position Selection with the central point of the Echelon III Structural Position Competence set by the measured and traceable PANRB so as to produce superior and competitive human resources personnel.