Stufflebeam's CIPP Research Articles

Evaluation of the Implementation of theMerdeka Curriculum at Vocational High School Using CIPP Model

As per the directive of the head of the ministry of education, culture, research, and technology (number 044/H/KR/2022) regarding educational units implementing Merdeka Curriculum implementation, the Merdeka Curriculum is scheduled to be implemented beginning with the 2022/2023 school year. Researchers employ Stufflebeam's CIPP evaluation approach, which includes context, input, process, and product components, to determine whether the new curriculum has been implemented appropriately and successfully. In Sumbawa, 310 students from vocational schools and 303 teachers participated in this study. The Merdeka Curriculum has been applied well in terms of context, input, process, and outcomes, according to this study, which used survey technique and a quantitative research approach. Researchers discovered that the average context score for instructors was 4.08, the average input score for teachers was 4.03, the average process score for teachers was 3.89, the average output score for teachers was 4.16, and the average student score was 4.00. It was discovered that, aside from that, there were statistically significant values in terms of the context of the teacher (Md = 4.00, n = 303) and the student (Md = 3.56, n = 310), the process of the teacher (Md = 3.86, n = 303) and the student (Md = 4.00, n = 310), the value of U = 38310.000, ρ =.000, r =.000 while the Product of the instructor (Md = 4.29, n = 303) and the pupil (Md = 4.00, n = 310), U = 30985.000, ρ =.000, and r =.000 are obtained. The results of the Mann Withney U-test, however, indicated that the teacher's (Md = 4.00, n = 303) and student's (Md = 4.00, n = 310) inputs were not statistically significant (U = 44775.000, ρ =.307, r =.041). To ensure that teachers and students have the same understanding of context, input, process, and product, it is intended that the Merdeka Curriculum may be implemented more effectively.

Nutrition learning gaps in the undergraduate curricula of Nursing and Medicine degree and diploma programs in Tanzania Mainland

BackgroundNutrition has been widely ignored in the curricula of many health professional training programs in Sub-Saharan African countries. The present review was conducted to explore the adequacy of medical and nursing curricula in training graduates to treat, educate effectively, and counsel patients/clients with nutritional disorders in Tanzania.MethodsAn assessment of accredited medical and paramedical curricula in mainland Tanzania. The assessment followed Stufflebeam's CIPP model (context, input, process, and product) to enhance methodological rigour and transparency.ResultsOf the twelve curricula studied, only one had a dedicated course for nutrition. In the undergraduate medicine degree curriculum, only 119 out of 6580 hours over five years were allocated for nutrition training, which is merely 1.7% of the total curriculum hours. Similarly, in the undergraduate nursing degree curriculum only 370 hours out of 5280 over four years were allocated for nutrition training, which is equivalent to 0.07% of the total hours. In the paramedical diploma programs of clinical medicine and nursing, nutrition content was scattered among various courses within the curriculum. Most curricula were teacher-centred with limited use of validated methods to assess trainee on skills such as Observed Structured Practical/ Clinical Examination.ConclusionsBased on this assessment of accredited curricula, nutrition receives scant attention in medical and paramedical education in mainland Tanzania. Thus, it is imperative to support integrating stronger nutrition content into medical and paramedical schools focusing on skills and attitudes to enhance the efficient implementation of the nation’s nutrition policies and strategies.

Evaluation of PRA Specialized Training Program (2018) According to Stufflebeam's CIPP Model

Toplumu din konusunda aydınlatmakla görevli Diyanet İşleri Başkanlığı, çeşitli alanlarda din hizmetlerini yürüten personeline yönelik hizmet içi eğitim kursları düzenlemektedir. Başkanlık teşkilatında görev yapan/yapacak nitelikli elemanları yetiştirmek amacıyla yürütülen eğitim-öğretim faaliyetlerinden biri de bugün itibariyle sayıları 12’yi bulan Diyanet Akademisi Başkanlığı bünyesinde faaliyet gösteren Dini Yüksek İhtisas Eğitim merkezlerindeki “ihtisas eğitimi” olarak bilinen hizmet içi eğitim kurslarıdır. Günümüz Türkiye’sinde dinî ilimlerin ihya ve inşa mekânları olma potansiyelini barındıran bu merkezler, kurulduğu günden bu yana DİB’in kendi personelini kalifiye ettiği en önemli eğitim kurumu olmuştur. Eğitim kurumları, programlarını ihtiyaca cevap verebilirliği çerçevesinde süreç içerisinde farklı paydaşlarla değerlendirebilmektedir. Programın değerlendirilmesi hem kurum, hem birey hem de toplum açısından son derece gereklidir. Program değerlendirmede farklı yaklaşım ve modeller kullanılabilmektedir. En genel anlamıyla bu değerlendirmelerin yaklaşımları hedefe ve sisteme dayalı, işbirlikçi/katılımcı odaklı değerlendirme yaklaşımları olarak ifade edilmektedir. Literatür incelendiğinde İhtisas eğitimi ve programı ile ilgili pek az çalışmanın yapıldığı, bu çalışmaların ise genellikle genel tanıtım odaklı nicel desenle yürütüldüğü, programın değerlendirildiği çalışmalarda ise belirli bir modelin takip edilmediği görülmektedir. Bu çalışmada İhtisas eğitim programı, sisteme/yönetime dayalı program değerlendirme yaklaşımlarından Stufflebeam’ın CIPP modeli kullanılarak değerlendirilmiştir. Çalışmada program değerlendirme modeli olarak CIPP modelinin kullanılmasının amacı, bu değerlendirmede amacın kanıtlamak olmayışı, geliştirme ve program hakkında karar verme yetkisine sahip kimselere bilgi vermek olması etkili olmuştur. Aynı zamanda araştırmacıya belirli esneklikler sağlaması ve süreç ve sonuç odaklı da yürütülebilmesi bu modelin tercih edilmesindeki bir diğer etken olarak ifade edilebilir. Anahtar Kelimeler:

Evaluation of the Application of Blended Learning in PAI Subjects at SMAN 1 Prambon, Nganjuk

<em>This article aims to evaluate the application of blended learning in the eyes of Islamic Education at SMA Negeri 1 Prambon, Nganjuk. This article is prepared based on qualitative approach field research with the type of evaluative research. Researchers use Stufflebeam's CIPP theory which includes aspects of context, input, process, and product. Data was collected through interviews, observation, documentation, and questionnaires. Then, the data is analyzed interactively as Miles-Huberman theory, which includes data collection, data reduction, data display, and conclusions. This article concludes: 1) Context: the application of blended learning is designed by the school to provide reinforcement to students after previously learning was carried out fully online. 2) Inputs: schools provide adequate infrastructure, encourage collaboration between teachers and computer laboratory operators in managing blended learning, and allocate funding proportionally from the government to each student. 3) Process: face-to-face learning is used as a reinforcement of online learning (via Youtube) that has been implemented. Attendance is done through the school website. Formative assessment is carried out through google form. Learning montoring is carried out online and periodically to minimize obstacles in learning, such as student attendance, IT mastery, internet connection, and device storage. 4) Product: assessment of learning outcomes on students' spiritual attitudes, social attitudes, knowledge, and skills is carried out through questionnaires. In general, student learning outcomes fall into the good category in all aspects.</em>

Efficacy of Assessment Strategies in Early Childhood Development Education Curriculum Implementation in Kenya

The purpose of this study was to assess the efficacy of assessment strategies in ECDE curriculum implementation. The study objective was to evaluate the effectiveness of the assessment strategies in promoting learners' readiness for primary education. The study was guided by: The curriculum implementation theory by Gross (1971), The Ecological Systems Theory of Bronfenbrenner revised by Guy Evans (2020), and Stufflebeam's CIPP evaluation model (2003) The study adopted a descriptive survey design. The study population comprised CSOs, Section Heads, ECDE centres-in-charge, and teachers. A sample size of 178 respondents was calculated by Yamane’s (1967) formula. Cluster, stratified and simple random sampling was done to apportion individual members of the groups. Data was collected using an interview schedule, questionnaire, and Focus Group Discussions (FGD). Qualitative data was analyzed using content analysis and presented in narrative form. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and findings presented in pie charts, graphs, and tables. Inferential statistics were done using parametric and non-parametric tests. Linear regression analysis at a 5% significance level was used to test the null hypothesis. P =0.296; hence , the study fails to reject the null hypothesis that selection and utilization of assessment strategies have no statistically significant effect on learners' readiness for primary education. These findings may be used by the County Government in designing, planning, and funding to deliver quality ECD services. The National Government may use them in policy formulation and regulation to ensure effective supervision and management of centers to realize learners' readiness for school. Teachers may find these findings quite informative since it has provided various strategies for effective implementation of the ECDE curriculum to enhance learners' preparedness for school.

Evaluation of International Language Centre (ILC) Bombong Ntala Labuan Bajo Regency

This should be in one paragraph between 250-300 words. It must focus on: aims of the study, methods, findings, conclusions, and implications. This research aims to evaluate English Language Course of International Language Centre (ILC) Bombong Ntala Labuan Bajo Program particularly speaking skills based on the context, input, process, and product. This is an evaluation research that applied Stufflebeam's CIPP model (2007). The data were collected through observation, interview and document analysis. The data were analyzed using Miles, H. and Saldana’s flow model of qualitative data research that included data collection, data reduction, data display, conclusion, and verification. The findings revealed that evaluation in terms of Context evaluation, background of program vision and mission was supported to the context. The goal of ILC Bombong Ntala Course failed to meet the background, vision and mission because it did not promote the platform that aims to promote the institution to reach out more scopes of customers. Instead, it provided foreign languages courses (English and Spanish) to promote citizens’ language literacies, not only limited to such foreign languages, but also to create more possibilities for people to learn, for example, English for entrepreneurship, and English for tourism. In terms of Input evaluation, two teachers were not graduated from English department and the curriculum and syllabus of ILC Bombong Ntala Course show did not employ any determined curricula. The next evaluation is Process. The result of evaluation showed the processes of teaching and learning at the ILC Bombong Ntala Course could not run well. The last Product was the product evaluation. This evaluation proved that the outcome of English course program was not good effective enough to improve the students’ speaking skills.

EVALUASI PROGRAM BAITUL ARQAM BAGI KARYAWAN DI UNIVERSITAS MUHAMMADIYAH PALANGKARAYA

The University of Muhammadiyah Palangkaraya routinely conducts the cadre program to its employees held every month of Ramadan called Baitul Arqam. The problems faced in this institution are not all employees understand about Al-Islam and Kemuhammadiyahan which are implemented in daily life and worship. Baitul Arqam program is one of the solutions run by the institution to answer the problem. As a program that has been running for more than 3 (three) years, it is necessary to evaluate. This evaluation aims to identify the effectiveness of Baitul Arqam Program for Employees at The University of Muhammadiyah Palangkaraya. This study uses CIPP evaluation model. Stufflebeam's CIPP evaluation model focuses on four aspects: context, input, process, and product. Data collection by using interviews, observation, and documentation. Study subjects that are used as data sources of information are Rector, Vice Rector I, Vice Rector II, Head of LPPKK, Presenters, and Participants / employees at The University of Muhammadiyah Palangkaraya with a sample of 80 people. Evaluation results show: 1) Analysis of needs and goals and objectives of the program on the component context is in very good category. ; 2) Planning strategies covering materials, human resources, facilities and infrastructure, funding, and learning methods in the inputs component of BBTHA program at The University of Muhammadiyah Palangkaraya are included in good category; 3) In the process components implemented in the program Baitul Arqam For Employees included in good category; 4) In the product components produced Baitul Arqam program For Employees included in good category.

The second grade English language curriculum: Theory-practice congruence

This study aims to provide a deep understanding about English Language Education Program to English teachers, students, curriculum designers and decision makers in Turkey. Recently, the Turkish educational system has gone through a transition from the 8+4 educational model to the new 4+4+4 model, which has led to an immediate need for the redesign of current English Language curriculum. Regarding English language education, in particular, this new system mandated that English instruction should be implemented from the 2nd grade onward. In line with this, the purpose of this study is to conduct a survey research to find out whether the new program has been implemented as planned in terms of materials, activities, and teachers' expected roles using process part of Stufflebeam's CIPP evaluation model. A questionnaire including the standards of the curriculum has been administered to a group of teachers who have been teaching English at the primary schools. Through cluster sampling method, 62 teachers have been selected as the sample. The data have been analyzed through descriptive statistics. The findings revealed that some of the teachers' roles were not congruent with standards of the curriculum, audio-visual materials were not utilized adequately and communicative activities were not applied in accordance with curriculum standards.

PENGEMBANGAN INSTRUMEN EVALUASI IMPLEMENTASI KURIKULUM PEMBELAJARAN BERBAHASA INGGRIS I-MHERE DI PRODI PENDIDIKAN BIOLOGI FMIPA UNNES: TINJAUAN INDIKATOR DOSEN

The problem of this study were (1) how the model construction and evaluation instruments (2) whether the instrument can be used to evaluate the results of the implementation of learning English curriculum in Biological Science Education Program UNNES lecturer in terms of performance indicators. Development of research aims to produce an evaluation instrument and whether the instrument can be used to find English-language classes are conducted in accordance with the expected success criteria I-MHERE program for faculty performance indicators. Methods of model development to take some model development procedure Borg & Gall. Model validation is done through focus group discussions and request a written opinion of an expert. The data were analyzed descriptively and used to produce products in the form of evaluation instruments for use in model evaluation context, input, prosses, and product or the Stufflebeam CIPP. The results component in the form of instruments to evaluate faculty input, the input component of the curriculum, and the components of the curriculum implementation process of learning English I-MHERE Prodi Education in Biology, Mathematics and Natural Sciences, in particular to review the indicators UNNES lecturer. The instrument has been developed to serve the purpose of such instruments are developed until the early trials.

CIPP evaluation model scale: development, reliability and validity

The purpose of this study was to determine the validity and reliability of the evaluation scale developed by the researcher based on the principles of Stufflebeam's CIPP Evaluation Model (1988) within the context of the evaluation of English curriculum of Yildiz Technical University. While the scale preparation, by taking advantage of the theoretical information and principles of CIPP Evaluation Model the rough scale composing 65 items was generated and the opinions of the experts were asked for the content and face validity of the scale. Finally, the scale was administered to a large group of students (n=415) from different faculties of Yildiz Technical University in Istanbul. Like the original form, the results of factor analysis indicated that the CIPP Evaluation Model Scale had four factors consisting of context, input, process and product and consisted of 46 items. It was evident from the results that the scale called CIPP Evaluation Scale (CIPP) as a valid and reliable curriculum evaluation instrument can be used in the field of education.

Evaluation Framework for Nursing Education Programs: Application of the CIPP Model

It is advised that all nursing education programs conduct program evaluations to address accountability requirements and information for planning and guiding the delivery of the programs. Stufflebeam's CIPP Model, supported by triangulation of multiple modes of data collection provides such a theoretical framework for evaluations. This article proposes a total CIPP evaluation framework for nursing education programs. While this evaluation framework is applicable to any nursing evaluation program, it is practically useful for collaborative nursing programs as it allows a full assessment of each partner in its context. Under the direction of this author, the York-Seneca-Georgian-Durham collaborative BScN Program Evaluation Committee in Ontario developed and utilized a CIPP process evaluation.

Imprisonment and Career Development: An Evaluation of a Guidance Programme for Job Finding

This study describes the evaluation results of PORO; a three level occupational guidance programme designed to improve offender's job finding possibilities and to reduce reoffending after imprisonment. The programme is carried out at a Catalan prison, and the evaluation approach used is Stufflebeam's CIPP model, considering the efficiency, effectiveness and impact of the programme. Evaluation outcomes and practical suggestions for career development applications addressed to prison populations are reported.

Evaluating an intern/residency program

When faced with the task of program evaluation, many directors of medical education may find themselves overwhelmed. This article presents suggestions for conducting an evaluation, including the six basic elements to consider before embarking on such an undertaking. With an emphasis on selecting a model framework as a guide for conducting a program evaluation, this article examines one model--Stufflebeam's CIPP model--in depth.

Improving the Utility of School Psychological Reports Through Evaluation Using Stufflebeam's Cipp Model

(1983). Improving the Utility of School Psychological Reports Through Evaluation Using Stufflebeam's Cipp Model. School Psychology Review: Vol. 12, No. 3, pp. 346-350.

Guidance Program Evaluation: What's Out There?

This article reviews a number of guidance evaluation materials and programs presently in use in terms of Stufflebeam's CIPP model. Some materials were simple evaluation instruments; others were as comprehensive as process guides for the planning, development, and application of a complete systems approach evaluation. The authors concluded that guidance evaluation would benefit from a national exchange or clearinghouse of needs assessment.