Context, Input, Process, Product Model Research Articles

Construction and application of a core competitiveness evaluation index system for public health personnel training based on the CIPP model

BACKGROUND: With the change of human disease spectrum and the increase of public emergencies, the public’s demand for health services and health is gradually increasing and higher expectations are placed on public health personnel. OBJECTIVE: Research needs to establish a comprehensive system of evaluation indices for accurate assessment of the core competencies of public health personnel, to enhance their core competitiveness, and introduce novel approaches to evaluate talent development in the field of public health. METHODS: The study is based on the CIPP (Context Input Process Product) model and uses literature analysis, semi-structured interviews, and Delphi methods to construct an evaluation index system for the core competitiveness of public health talent cultivation. The entropy method is used to determine the weight of the model evaluation index. Finally, the improved Artistic Be Colony algorithm (ABC) is used to optimize the BP network, and apply it to evaluate the core competitiveness of public health talent cultivation. RESULTS: The improved BP network achieved the target accuracy within 11 iterations, with the optimal value observed after 16 iterations, producing an MSE (Mean Square Error) value of 10–13. The evaluation of the index system reported a 97% accuracy, and upon application to the university’s public health training programme, nearly 50% of students and teachers achieved core competitiveness quality scores above 90. CONCLUSIONS: The aforementioned method suggests that it can proficiently assess the fundamental competitiveness of training for public health personnel and offer guidance for future development in the domain of public health.

CIPP MODEL IN THE LEARNING - TEACHING PROCESS

The CIPP (Context, Input, Process, Product) Program Evaluation Model was developed by Daniel Stufflebeam and is widely used in the evaluation of educational programs. This model provides comprehensive information to decision makers, ensuring effective and efficient evaluation of programs. The CIPP Model consists of four key components: Context assessment identifies program needs and objectives; input evaluation analyzes required resources and strategies; process evaluation monitors and evaluates program implementation; Product evaluation measures program results and impacts. The CIPP Model in education plays an important role in increasing student success and improving the quality of education by contributing to the continuous improvement of programs. Benefits of the model include comprehensive evaluation, providing feedback, and guiding improvement processes. However, there are some limitations that should be taken into consideration in the application of the model.

Evaluation of the CIPP Model on the Merdeka Curriculum at SMP 2 Palembayan

By using of the CIPP evaluation model of SMP 2 Palembayan, this research seeks to study the application of the CIPP (Context, Input, Process, Product) evaluation model, students learning outcomes in the field of English. This test is a subjective exploration that uses the CIPP model by assessing each part of the setting, information, interactions, and items to achieve a continuously evolving experience. English teachers, curriculum representatives, and the principal at SMP 2 Palembayan served as the data sources for the study. Observation instruments were used to collect primary data, and interviews and photographs were used to collect secondary data. After that, the observation data was analyzed quantitatively, while the interviews and data analysis were analyzed descriptively and qualitatively. The results showed that the conditions for implementing learning and learning activities at SMP 2 Palembayan were said to be very effective when learning was carried out.

User interface design of context-input-process-product evaluation application based on weighted product

This study aimed to show the user interface design form of the <br /> context-input-process-product (CIPP) evaluation application based on weighted product as a measuring tool for the effectiveness level of blended learning in health colleges. This research approach was development research. The development model used was Borg and Gall. It focused on the design stage, initial trials, and revisions. The initial test of the user interface design involved 32 respondents. The tool for conducting it was in the form of a questionnaire, which contains 16 questions. The research was at the health colleges in Buleleng Regency. The data analysis technique of the initial test results was quantitative descriptive. It compared the percentage level of user interface design quality from the weighted product-based CIPP evaluation application with a quality standard which referred to a five scale. The results of this study indicated that the quality of the user interface design was relatively good. The research result’s impact on educational evaluation was new knowledge for pedagogic evaluators in maximizing the development of digital-based evaluation tools by integrating the decision support system method (weighted product) with the educational evaluation model (CIPP model).

An Evaluation of Boarding School Curriculum Implementation in Aceh

The purpose of this article is to evaluate the implementation of the boarding school curriculum at MTsS Nurul Falah, West Aceh Regency. This article uses the CIPP (Context-Input-Process-Product) model evaluation method developed by Stufflebeam. Data collection techniques are carried out through observation, questionnaires, interviews and document studies related to the boarding school curriculum. Data analysis uses the opinion of Miles and Haberman, namely data reduction, data display, drawing conclusions and data verification. The research results indicate that the implementation of the boarding school curriculum at MTsS Nurul Falah in West Aceh District has been running well and in accordance with the standard set by the foundation and the government. In the future, to bring forth new innovations in implementing the boarding school curriculum, there is a need for continuous guidance and specialized training for the teachers of dayah/boarding schools to optimize the quality of the learning process and the educational outcomes. The results of this study can provide input for the headmasters of madrasahs and the heads of the Ministry of Religious Affairs offices in making decisions related to improving the quality of education.

Evaluation of Young Trio Football School (SSB) Development

Research This aim do evaluation of coaching School Trio Muda Football uses the CIPP (Context, Input, Process, Product) model Study This use Mix Method. Object evaluation is SSB Trio Muda. Five Administrators , Five Coaches and 15 Parents athlete chosen in a way on purpose For fill in questionnaire and one from each aspect of SSB Trio Muda ( Manager , Coach , Parents Athletes ) as participant interview . Data collection was carried out as following : (1) do observation , observing news about object evaluate , observe activities at SSB , training and matches team , (2) do documentation , (3) implementing charging questionnaire and (4) carry out interview with 3 participants . Validation Instrument using 'Expert Judgment' and quantitative data analysis with using SPSS, then quantitative and qualitative data done triangulation. Criteria success used for do evaluate each CIPP component with four categories: Very Good, Good, Poor and Very Poor. With combined CIPP analysis with coaching indicators, obtained results evaluation from context aspect which includes; background behind; objective coaching; coaching program including category good with value 3.11. In terms of input which includes; funding; means infrastructure; source Power human and parental supportincluding category good with value 3.00. In terms of process which includes; program implementation and coordination including category good with value 3.23. In terms of products which include achievement and well-being including category Good with value 2.98. So that can concluded coaching School Football (SSB) Young Trio incl in category Good.

Evaluation of teaching factory using CIPP (Context, Input, Process, Product) model to improve vocational high school students' skills

Teaching Factory (TEFA) is a program that provides a real learning experience for students. Students are taught simulation of job sheet practice, management, marketing, and entrepreneurship. This research examines the feasibility of teaching factories regarding context, input, process, and product. This research uses mixed methods, namely qualitative research supported by descriptive quantitative data. The research was conducted in vocational high schools in East Java Province, Indonesia. The population of this research used a sample size based on the empirical formula from Isaac and Michael. The results showed that: (1) Based on the context, the teaching factory follows the vision and mission of the school and the demand from the community, business, and industry. Production planning achieved a score of 2.825 with a good category, based on the learning questionnaire; (2) Teaching factory learning in VHSs is appropriate in terms of the readiness of buildings and teachers by VHSs, the completeness of facilities, and the readiness of students in attitudes and competencies to get a score of 2.855 with a good category; (3) Based on the process, the learning is appropriate in terms of workshop layout, student activities, product quality control, and practical activities getting a score of 2.825 with a good category; and (4) The evaluation results, concluded that the learning is appropriate in terms of workshop layout, student activities, product quality control, and practical activities getting a score of 2.855 with a good category. The results of this evaluation study can be used to contribute to developing and improving existing programs to make them better.

Evaluating the Impact of the Inspiring School Program in High Schools

This research aims to evaluate the Inspirational School Program using the CIPP (Context, Input, Process, Product) model, focusing on providing insights and recommendations for enhancing its effectiveness and sustainability. Data collection methods in qualitative descriptive research include interviews, observation, and documentation. The study's sample population comprises individuals associated with SMA Negeri 5 in Banjarmasin, including educators, school leaders, and grade XI students. In-person interviews were conducted with the school principal, homeroom teacher, counselling teacher, and students. Data analysis techniques encompass data collection, reduction, presentation, and verification/conclusion. The results indicate that the school's needs align with the Ministry of Education and Culture guidelines. Despite limited local government support, the program planning and evaluation processes have been implemented effectively despite obstacles. The Product Evaluation Stage reflects positive outcomes, including literacy, numeracy, character development, and school safety climate improvements. Educator and staff competence have also seen enhancements. It is recommended to align implementation with the Independent Curriculum, bolster human resources through educator and staff training, enhance infrastructure support, and seek increased government assistance to sustain and improve the program. These measures aim to enhance productivity further and ensure the continued success of the Inspirational School Program.

Evaluation of the Implementation of Field Work Practices Using the CIPP Model

Based on initial observations carried out at I, the results showed that as many as 70% of students did not understand the Field Work Practice procedures, where the Field Work Practice activity schedule was not immediately socialized at the beginning of the semester. Job on training program (PKL) are an important part of the process in implementing education at vocational schools. The aim of the PKL is to increase the competency of vocational school students in accordance with the needs of the industrial world. This research aims to evaluate the implementation of PKL to determine the suitability of implementing the PKL with the CIPP (Context, Input, Process, Product) model. Researchers used qualitative methods, data was obtained from interview data with relevant respondents at SMKN 1 Rejotangan and SMKN 2 Tulungagung and also through literature study and documentation that supports this research. Evaluation of the Context of the On job training program for Vocational School Students Competency in Office Automation and Management Skills, the relevance of the PKL Program to the school curriculum and the needs and opportunities as a Program follow-up from street vendors has been carried out well. Evaluation of Inputs which includes the readiness of students. Evaluation of the process which includes student participation, utilization of time for implementing PKL. Evaluation of the implementation which includes increasing student competency after carrying out PKL and the impact of this PKL activity on the student's job placement after graduating from school has been achieved with Good.

Enhancing Quality of Guidance and Counseling in Vocational Schools: Testing the Effectiveness of Evaluation Instruments Based on the CIPP Model

<p dir="ltr"><span>This study assesses the CIPP (Context, Input, Process, Product) model's effectiveness in evaluating guidance and counseling programs within the Merdeka curriculum of Vocational High Schools. Collaborating with three experts—guidance and counseling specialists, educational technology experts, and practitioner teachers—the research employs assessment tests and pre-test/post-test questionnaires for 10 Guidance and Counseling Teachers at Vocational High School 3 Banjarmasin. Evaluation results, covering general, specific, and material aspects, show a high level of agreement among the three evaluators. General evaluation exhibits high reliability (ICC = 0.750), and thorough and material evaluations demonstrate high reliability with ICC values of 0.794 each. The trial of 10 Guidance and Counseling Teachers reveals a significant improvement in their evaluation skills after implementing the CIPP model. Average post-test results are notably higher than pre-test, highlighting the positive impact of the CIPP evaluation model on enhancing these skills. The research concludes that the CIPP evaluation model is reliable and consistent in measuring guidance and counseling program effectiveness in the Merdeka curriculum of Vocational High Schools. Empirical and theoretical support establishes a strong foundation for considering future implementation of the CIPP model in educational program evaluations. This model's application is anticipated to elevate the quality and relevance of educational programs, particularly in the context of guidance and counseling in Vocational High Schools, with potential practical and managerial benefits.</span></p><div><span><br /></span></div>

Validity and Reliability of Child-Friendly School Policy Evaluation Instruments in Primary Schools: Confirmatory Factor Analysis

<p style="text-align:justify">Evaluation of child-friendly school (CFS) policies is essential to determine the achievements of school efforts in reducing violence cases. This research aims to proving the reliability and validity of CFS policy evaluation instruments in elementary schools with different locations. This investigation uses the Context Input Process Product (CIPP) evaluation model to confirm the factor structure or dimensions of several observed variables (items) to evaluate the reliability and validity of the CFS policy evaluation tool in elementary schools. The validity and reliability of previously created instruments are evaluated quantitatively, but this study utilises different subjects and study sites. There were 320 respondents, with 145 school principals and 175 teachers taken randomly. Confirmatory factors analysis (CFA) results show goodness of fit (GOF), and the model is acceptable. The CFS evaluation instrument can be accepted after eliminating several question items and modifying them. All items of the teal instrument meet the goodness of fit criteria in terms of chi-square and root mean square error of approximation (RMSEA). The instrument for evaluating CFS policies in primary schools using the CIPP model has met a valid and reliable psychometric property test so that it can be applied.</p>

Evaluasi Efektivitas Manajemen Pembiayaan Pendidikan Menggunakan Model CIPP di Sekolah Menengah Atas Swasta

Education is one of the main pillars in sustainable national development. Effective financial management in schools is crucial to ensuring the quality of education, especially in private schools that often face challenges in managing resources. This study aims to evaluate the effectiveness of educational financial management at SMA PGRI Rancaekek using the Context, Input, Process, Product (CIPP) model. The research methodology is descriptive quantitative, with data collected through observations, questionnaires, and interviews with 50 purposively selected respondents. The findings reveal that the "Process" category achieved the highest score (82.10%), while the "Context" category had the lowest score (74.43%). These results indicate that although the financial management implementation is functioning well, external support and policy frameworks still need improvement. This research contributes to the educational management literature by offering new insights into the application of the CIPP model in private schools. The implications of this study include recommendations for enhancing policies and financial management practices in other private schools, which could ultimately strengthen the overall quality of education.

Evaluation Of The Process Of Implementing Pjok Learning In Agribusiness SMK In Bengkulu City Using The Cipp Model

This study aims to evaluate the learning process of physical education in SMK Agribusiness Bengkulu City, which includes: (1) Context: the relevance of physical education learning materials with KTSP; (2) Input: teacher background and physical education facilities and infrastructure; (3) Process: implementation of physical education learning; and (4) Product: Students' learning achievement. This research method is an evaluation research using the CIPP (Context, Input, Process, Product) model developed by Stufflebeam (1985) using a qualitative descriptive approach. The research subjects included 1 physical education teacher and 75 students. This research was conducted at SMK Agribusiness Bengkulu City. Data collection was done by documentation, observation, and interview. Qualitative data were analyzed with descriptive techniques. The validity of the research instrument was carried out using excel. The results showed:(1) based on the results of the Context evaluation, the learning materials used are relevant to KTSP, but there are several policies from teachers related to school limitations; (2) the results of the input evaluation show that the teaching teacher's educational background is Bachelor of Education (S1) majoring in Sports Education with 4 years of teaching experience, while the suitability of PE facilities and infrastructure shows a level of suitability of 69.23% including the good category; (3) the results of the process evaluation which includes the implementation of physical education learning in the good category; (4) product evaluation, namely student learning achievement in the good category.

Optimizing marketing learning evaluation: Gamification with CIPP model at SMKN 1 Bandung

In this digital era, education is experiencing rapid growth, especially in the diversity of evaluations given to students, one of which is through gamification. This article explores optimizing learning evaluation through gamification in the CIPP (Context, Input, Process, Product) evaluation model in marketing education at SMKN 1 Bandung. The method used is descriptive quantitative research. Data collection is done through questionnaires and interviews. The data sources and subjects in this study are educators in the marketing subject at SMKN 1 Bandung and students majoring in Online Business and Marketing at SMKN 1 Bandung, with the object being the evaluation of marketing learning with the implementation of gamification in the CIPP model. The results of this study indicate that the learning evaluation process with gamification is well-received by students at SMKN 1 Bandung. Applying gamification in learning evaluation using the CIPP model enhances students' learning outcomes and creates a responsive, adaptive, and collaborative learning environment.

A Decision-oriented Approach to Evaluating a Leadership Curriculum in Fellowship.

Graduate Medical Education (GME) emphasizes the role of the annual program evaluation to identify opportunities, create action plans, and track improvements longitudinally. There is a lack of a systematic approach to the evaluation of educational curricula. Comprehensive curriculum evaluation can inform the educators about specific modifications to achieve high standards, desired outcomes, and the anticipated objectives. To evaluate a leadership in quality improvement program in a pulmonary/critical care fellowship training program using the context, input, process, product (CIPP) model. The CIPP model, given its focus on evaluating different aspects of a program, provides concrete and targeted feedback to guide improvement decisions. Evaluation questions addressing the four focused areas were created, pilot tested, and revised. The questions were framed toward optimization of alignment (e.g., program activities with stated objectives, program goals with theoretical perspective, program curriculum with trainee needs) and gaining information about the efficacy of the program in achieving the desired outcomes. To enhance the validity of the results, we triangulated the data-gathering approach by administering surveys and conducting interviews and focus groups by random selection from the eligible participants. Qualitative data were transcribed, coded, and categorized into themes aligning with the four aspects of the CIPP model. We interviewed 9 participants and conducted three focus groups with 20 participants. The surveys provided vital quantitative information that was cross-verified with the qualitative data; 23 of the 25 (92%) participants completed the survey. The results of qualitative thematic analysis were organized in the CIPP format. The context evaluation of the program revealed that the fellows and faculty were unfamiliar with the guiding principles of the course. The input evaluation highlighted the competing interests that hampered the engagement of the fellows during the evening weekly report-outs. The process evaluation revealed clustering of didactic sessions at the start of the course. The product evaluation stressed the difficulty in completing the quality improvement projects in the allotted timeframe. Conducting a robust evaluation of an educational curriculum provides insights into gaps in the various stages of the program. Time and resources needed for conducting evaluation by using the CIPP model should be considered.

Evaluating the educational program of bachelor of science in healthcare management using CIPP model: A case study at Yazd University of Medical Sciences

Background: It is necessary to evaluate the program to measure and maintain its quality during implementation. This study aimed to evaluate the Bachelor of Healthcare Management educational program at Yazd University of Medical Sciences using the CIPP (Context, Input, Process, Product) evaluation model. Methods: This descriptive-cross-sectional study was conducted at Yazd University of Medical Sciences in 2023, with the participation of 8 faculty members, 95 students, and 327 graduates. Three questionnaires, encompassing four dimensions and nine domains, were used as data collection tools. The data were analyzed using the SPSS software (version 27), employing the ANOVA test and descriptive statistics. Results: In terms of context, input, process, and product, the overall scores for the educational program of the course were 3.03, 2.96, 3.06, and 2.99, respectively. Concerning the overall score across all dimensions, faculty members scored higher than students, and a statistically significant difference was observed between the overall scores of faculty members and students. A significant correlation was found among the dimensions investigated. In general, this training course was evaluated at a relatively favorable level. Conclusion: Given the course’s low score in the ‘appropriateness of curricula with approved topics’ section, it is feasible to increase the program’s overall desirability by implementing some modifications in the course topics and accentuating the students’ skill development.

Vitamin A Program for Giving Toddlers in Posyandu Neighborhoods Ledeng with CIPP Model

This study aims to evaluate the facilities of the Posyandu (Integrated Health Service Post) in the vitamin A supplementation program for toddlers at Posyandu Ledeng. The vitamin A supplementation program at Posyandu Ledeng was evaluated using the CIPP (Context, Input, Process, Product) model to assess the program's context, resources utilized, program implementation, and achieved outcomes. The evaluation results showed that although the vitamin A supplementation program was implemented successfully, there are still deficiencies in the available facilities. The measuring equipment for body weight and height and the storage facilities for vitamin A are inadequate, and there is a need to replenish the vitamin A stock. These facility shortcomings can impact the program's effectiveness and the quality of healthcare services at Posyandu Ledeng. Therefore, it is necessary to update and improve the facilities and inventory management to enhance the effectiveness of this program, ensuring its sustainability and success in providing vitamin A supplementation to toddlers at Posyandu Ledeng.

Evaluation of the IBL Satya Wacana Salatiga Team Achievement Development Program

The achievement coaching program aims to introduce, grow, guide, and develop a personality basis that is balanced, intact, and in harmony to provide knowledge and skills according to talent. Sports teams need the right coaching program to achieve maximum performance. This study aimed to identify, reveal, and evaluate the performance development of the IBL Satya Wacana Salatiga team. The evaluation includes context, input, process, and product. The design used in this research is program evaluation, which uses a quantitative and qualitative approach. In comparison, the model used in this study is the CIPP (Context, Input, Process, Product) model. The subjects in this study are all the administrators, coaches, and athletes of the IBL Satya Wacana Salatiga basketball team. They were directly involved in the achievement coaching program. Data collection techniques were collected using a questionnaire, observation, documentation, and interviews. The data analysis technique study uses quantitative descriptive and the Mile and Huberman interactive analysis model. The results and conclusion of the overall evaluation using the CIPP model for the Satya Wacana Salatiga (SWS) basketball team explained that the achievement coaching program implemented was good. However, there were still some areas for improvement in the SWS basketball team achievement coaching program, starting from facilities and infrastructure, funding, and awards. Evaluation in the coaching process continues to improve from time to time.

Utilization of the Weighted Product-Based CIPP Evaluation Model in Determining the Best Online Platform

Since the COVID-19 pandemic, there have been many free online platforms that can be used to support the online learning process at health colleges in Bali. However, it is difficult to determine the best online platform from the various choices of free online platforms that are scattered on the internet. Therefore, it needs innovations that contribute to helping solve these problems. One model as an innovation that can be used and contributes to solving problems is the Weighted Product-based CIPP evaluation model. The model needs to be measured for the quality of its calculations to ensure success in determining the best online platform. Therefore, this research aimed to show the quality of the Weighted Product method calculation integrated with the CIPP (Context-Input-Process-Product) model in determining the best platform used in health colleges during the COVID-19 pandemic. The instrument used to assess the quality of that calculation was a questionnaire consisting of eight questions. The subjects involved in the assessment were 20 experts. The research was carried out at several health colleges in Bali. The analytical technique used in analyzing the research data was descriptive-quantitative. The analysis was carried out by comparing the quality percentage of the calculation simulation with the quality standard based on an eleven-point scale. The study results showed the quality percentage of calculation simulation was 87.250%, so it was included in the very good category. This research has a significant impact on the progress of the educational evaluation field through research findings in the form of the appearance of the combination of the Weighted Product method with the CIPP evaluation model. The novelty of this research is the combination of the Weighted Product method and the CIPPmodel, which makes it easier for educational evaluators to determine the best online platform that supports online learning during the COVID-19 pandemic and even post-COVID-19. Doi: 10.28991/HIJ-2023-04-01-015 Full Text: PDF

Self-care educational guide for mothers with gestational diabetes mellitus: A systematic review on identifying self-care domains, approaches, and their effectiveness.

Gestational Diabetes Mellitus (GDM) is a common form of poor carbohydrate intolerance, prevalent among pregnant women and associated with unhealthy lifestyle behaviors. Given the dearth of information on self-empowerment among mothers with GDM, a self-care health education package needs to be developed to prevent related complications. This review aimed to identify self-care approaches, domains, and their effectiveness for a proper self-care educational guide package for women with GDM. A systematic review using electronic literature databases published between January 2016 and December 2022 was conducted. Web of Science, Scopus, and Ovid databases were used. This review utilized the PICO (Population, Intervention, Comparison, and Outcomes) framework to screen the retrieved articles for eligibility in which mothers with GDM, educational materials, standard practice or intervention, and effectiveness were considered the PICO, respectively. The CIPP (Context, Input, Process, Product) model served as a framework for adopting the education development model. Mixed methods appraisal tool was used for quality assessment. Data extraction and synthesis without meta-analysis were presented as evidence tables. A total of 19 articles on GDM were included in the final analysis (16 Intervention studies, two qualitative studies, and one mixed-methods study). Four broad domains emerged from the analysis: 1) information or knowledge of GDM, 2) monitoring of blood glucose levels, 3) practice of healthy lifestyles, and 4) other non-specific activities. The majority of the articles employed a face-to-face approach in executing the educational group sessions, and most studies disclosed their positive effects on GDM management. Other methods of evaluating intervention effectiveness were described as improved self-care behavior, increased satisfaction score, enhanced self-efficacy, good glucose control, and better pregnancy outcome. Knowledge or information about GDM, healthy diet, and exercise or physical activity was found to be the most applied domains of intervention. Framework domains based on the present review can be used in the future development of any interventional program for GDM women in enhancing health information reaching the targeted group in promoting self-efficacy. CRD42021229610.