Context, Input, Process And Product Research Articles

Evaluasi Proses Pembelajaran Pendidikan Agama Islam di SMK Muhammadiyah 4 Glenmore Kabupaten Banyuwangi

This article aims to find out the results of the evaluation and follow-up from the evaluation of the Islamic Religious Education learning process at Muhammadiyah Glenmore Vocational School with the CIPP Model developed by Stufflebeam. This research uses a qualitative approach and evaluative research type with the CIPP (Context, Input, Process and Product) evaluation model. The research data sources are school principals, PAI subject educators and student representatives. The main data from this research was obtained through descriptive analysis, with a data collection process through observation, interviews and documentation. Then the data was analyzed by data reduction, data presentation, and drawing conclusions. Based on the results of the research that has been carried out, the following results were obtained which were analyzed and adapted to the evaluation instrument for the implementation of national education standards. In the context evaluation by assessing aspects of curriculum components and program management planning, good results were obtained with a percentage score of 81.25%; In the input evaluation with an assessment in terms of procurement aspects, the condition of infrastructure and academic facilities for educators and students, a good percentage of 75% was obtained; In the process evaluation by assessing aspects of the equipment, learning process and teacher competency, good results were obtained with a percentage of 83.33; In product evaluation by assessing implementation aspects, the results of the assessment and competency of graduates obtained good results in the field with a percentage of 75%. These results show that the evaluation of the PAI learning process using the CIPP model at SMK Muhammadiyah 4 Glenmore is in the good category.

E-Learning Evaluation Based on Context, Input, Process, and Product (CIPP)

The development of internet-based information technology has had an impact on many aspects of human life, including education. Online learning is made possible by the learning paradigm in the industrial era 4.0. During the COVID-19 pandemic, many universities implemented online learning methods using E-Learning, in line with government recommendations to implement health protocols to break the chain of the COVID-19 virus, such as wearing masks, washing hands and maintaining distance. The Faculty of Engineering, Batam University has used e-learning for learning during the pandemic and continues after the pandemic, but its implementation has never been evaluated. The aim of this research is to assess the context, input, process and product (CIPP) of e-learning at the Faculty of Engineering, Batam University. This research uses a quantitative and qualitative approach (mixed research) by distributing questionnaires to lecturers and students of study programs within the Faculty of Engineering, Batam University. Based on research conducted by evaluating E-Learning from the context aspect, both lecturers and students gave very good responses so it needs to be maintained. Furthermore, from the input aspect it provides a very good response, therefore it needs to be maintained and improved. The response from lecturers for the process aspect is in the very good category, while the response from students is in the good category, so the process element needs to be improved. Assessment of the product aspect shows that E-Learning at the Faculty of Engineering, Batam University must be improved.

Evaluating Integrated Social Studies Learning Programs in Indonesian Middle Schools: An Application of the Stufflebeam Model

Many studies have been conducted to evaluate the nonintegrated approach. Each model claimed to have certain advantages, but the current research used a combined social science learning model called Stufflebeam's CIPP (context, input, process, and product) model, which included input, process, and product components due its comprehensiveness in assessment and students’ interest based. The assessment model appropriate for Integrated Social Studies learning programs in public middle schools because it could fulfil pedagogical aspects for students in schools. The research group included respondents from eight public middle schools, as well as school administrators, 16 instructors, and 350 pupils. Documentation, questionnaires, and tests are examples of data gathering methods. Content validity is tested using expert opinion, construct validity is tested using a limited test and evaluated using Product Moment correlation, and reliability is tested using Cronbach Alpha. The SPSS software is used to perform data analysis methods such as descriptive statistics. 20. The development of a combined social study learning program evaluation model for public middle schools yielded outstanding assessment criteria. The quality of integrated social studies learning inputs includes: teachers’ competence, students’ motivation, and infrastructure, which are all very good categories; the quality of integrated social studies learning processes, which include initial activities, core activities, and closing activities, which are all excellent categories; and product quality (results) integrated social studies learning includes: attitude competencies, knowledge, and skills.

Evaluation Of the Indonesian Languange Training Program at The Defence Languange Training Centre

This program is designed to provide Indonesian language briefings to personnel of friendly countries who will take part in training within the Ministry of Defense and the TNI. In addition, this program is one of the flagship programs of the Ministry of Defense, because it is an effective instrument in defense diplomacy. The purpose of this study is to evaluate the implementation of the Indonesian language education and training program at the Ministry of Defense's Badiklat Language Education and Training Center. This study uses a qualitative approach with an evaluative method. This research uses the CIPP (Context, Input, Process, and Product) model developed by Stufflebeam. The data in this study was obtained through observation, in-depth interviews and documentation studies at the Ministry of Defense's Badiklat Language Education and Training Center. The results of this study show that in the context aspect, this program has been designed with a visionary thinking concept based on national interests with a solid background and legal foundation, but the Language Education and Training Center needs to design its organizational vision and mission. In terms of inputs, this program has been well prepared so that this program has adequate carrying capacity. However, it is still necessary to procure information technology experts and physical coaches. The results of the evaluation of the process aspect show that the implementation of this program is running according to plan, both from academic, personality, and physical similarities. The evaluation of the product aspect shows that the success of this program is very satisfactory, namely 100% of students graduate satisfactorily and are able to continue to the next training.

Evaluation of local language learning in the Limola language revitalization

Limola is one of Indonesia’s endangered languages, makingit imperative to pass on Limola culture and language to a younger generation. The Limolalanguage revitalization program in Sassa Village, Baebunta District, North Luwu Regency, South Sulawesi Province seeks to preserve the Limola language and culture by teaching the younger generation Limola drama, songs, and poetry. Therefore, this study evaluates the key performance indicators of Limola culture and language learning in the revitalization program to identify the identity of the To Limola society after learning Limola culture and language, and (2) evaluate the implementation of the Limola language community-based revitalization. This study used a descriptive qualitative approach that involved desk study data collection techniques and in-depth interviews with the participants and instructors from the Limola language revitalization program. A sociolinguistic in termsof language and identity research approach was taken to analyzethe data and explore the local content in the language learning materials. The data analysis was also based on the CIPP (Context, Input, Process, and Product) evaluation model and language progress indicators to evaluate the implementation success. The results revealed that the Limola revitalization language learning materials have local content that strongly reflects the identity of the To Limola society. While the Limola language revitalization participants learned both the Limola language and culture, the implementation did not appear to have had a significant impact on increasing the interest of the younger generation in using the Limola language.

A case study of South Korean elementary school teachers’ emergency remote teaching

COVID-19 is an unprecedented pandemic that has impacted the whole world. The pandemic made researchers and educators realize the critical need to prepare for future disasters. This study explored a context-specific case for elementary online learning where we investigated how elementary school teachers transitioned to emergency remote teaching (ERT) from face-to-face to online learning during the pandemic. A case study approach was used to explore South Korean elementary teachers’ ERT approaches and experiences during COVID-19. Using the CIPP (Context, Input, Process, and Product) framework, we sought to understand how the transition occurred from the perspectives of the teachers. The analysis uncovered several themes that fall under each category of the framework. In terms of context, limited technological aptitude and lack of training in online instructional design as well as policy issues and socio-economic differences were identified as key factors in assessing the current state of the ERT. In terms of input, instructors’ efforts as well as support from in and out of school were discussed. Student interaction and engagement were identified as key factors in understanding the process of ERT. Lastly, learning outcomes, instructional strategies, and systemic transformation emerged as products of ERT.

Evaluation of Achievement Development Management of Bhayangkara Precision Football Club

Evaluation of Bhayangkara Presisi Football Club Achievement Development Management. Thesis. Yogyakarta: Masters Program, Faculty of Sports and Health Sciences, Yogyakarta State University, 2024. The aim of this research is to find out the evaluation of the Bhayangkara Presisi Football Club's achievement development program, examining it from the context, input, Process and Product (CIPP) aspects as well as finding out whether the achievement development program that has been running at the Bhayangkara Presisi Football Club has been managed optimally. This research is a type of quantitative and qualitative research with the CIPP evaluation model. The sampling technique used purposive sampling technique to obtain a sample of three program administrators, three coaches and six players. Evaluation uses quantitative and qualitative approaches. Data collection uses research instruments in the form of observation, questionnaires, interviews and documentation. The results of the research, namely, Context evaluation of Bhayangkara Presisi FC's achievement coaching management, amounted to 2.91, which is in the good category. Based on the background indicators of the coaching program, it is 3.09 in the good category, the coaching program objectives are 2.60 in the good category, and the coaching program is 3.03 in the good category. The evaluation input for Bhayangkara Presisi FC's achievement coaching management, amounting to 2.75, is in the good category. Based on the human resources indicator, it is 3.07 in the good category, the trainer program is 3.05 in the good category, funding is 2.66 in the good category, facilities and infrastructure is 2.66 in the good category, and parental support is 2.29 in the poor category. Bhayangkara Presisi FC's achievement management evaluation process, amounting to 2.83, is in the good category. Based on the program implementation indicator, it is 3.06 in the good category, and coordination is 2.83 in the good category. Bhayangkara Presisi FC's performance management management evaluation product, amounting to 3.27, is in the good category. Based on the achievement indicator of 3.33 in the good category and welfare of 3.20 in the good category.

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.