Educational Program Evaluation using CIPP Model

Warju, Warju

doi:10.17509/invotec.v12i1.4502

Cited by 42 publications

(40 citation statements)

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“…Input component evaluation to be able to obtain appropriate and suitable resources for use in mathematics learning (Warju, 2016). Such resources are human resources, infrastructure, time, and content (Aziz et al, 2018).…”

Section: Input Component Analysismentioning

confidence: 99%

Learning Evaluation of Mathematics during the Pandemic Period COVID-19 in Jakarta

Kamsurya

2020

International Journal of Pedagogical Development and Lifelong L

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This research aims to evaluate the learning of mathematics at the college level conducted through distance learning programs during the COVID-19 pandemic in Jakarta. This research is a type of evaluation research using the Context, Input, Process, and Product (CIPP) model that is (1) context consists of program background and program planning (2) Inputs include of students readiness, teaching materials, facilities and infrastructures (3) process consisting of teaching methods and constraints in learning, and (4) the product consists of understanding and learning outcomes. Respondents in this study amounted to 155 students spread across five colleges in Jakarta. The instruments used for data collection are unstructured questionnaires and interviews. The validity of the device used is expert judgment. Furthermore, data is analyzed in a descriptive and interpretation to obtain an accurate picture of factual conditions in the field. The results showed that the mathematical learning conducted through distance learning at higher education in Jakarta needs improvement and improvement in quality from various aspects such as preparation, facilities and infrastructure, material materials, and learning methods used in the effort to achieve the objectives of the established differentiation. It based on the evaluation result on the context component; Score value 3.325 with outstanding category, input component; Score 2.86 by good category, process components; Score 2.80 by good grade, and product component; Score 2.26 with the less good group.

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Section: Input Component Analysismentioning

confidence: 99%

Learning Evaluation of Mathematics during the Pandemic Period COVID-19 in Jakarta

Kamsurya

2020

International Journal of Pedagogical Development and Lifelong L

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“…While the evaluation of product emphasizes the extent to which results have been achieved in accordance with the desired goals, and whether an activity needs to be stopped, continued, improved and so on. Evaluation of the product has the purpose of linking information about the results with the goals, setting, carrying capacity, and predetermined processes [11][12][13][14].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Learning Programs at Bali State Polytechnic (BSP)

Gunung¹,

Darma²

2018

Proceedings of the International Conference on Science and Technology (ICST 2018)

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This evaluation study aims to determine the profile of the implementation of learning programs in PNB in terms of components: 1) context, 2) input, 3) process, 4) products, and 5) linkages of learning program products with context, input and process components. The study was conducted at the Bali State Polytechnic in 2017/2018 . Object of research Student, Lecturer, Administrative Staff, and Head of department / Chair of the Study program. Research subjects were recruited proportionally stratified random sampling. The size of the sample was determined using the Krejcie table and Harry King's Nomogram based on a 5% error of 241 people. The research variable includes four main function variables for evaluating the implementation of learning programs. Data were collected with documentation and questionnaires and analyzed quantitatively and qualitatively. The results of the analysis show that the implementation of the learning program at the Bali StatePolytechnic when viewed from the components: 1) contex is effective, 2) input is effective, 3) process is effective, 4) product is ineffectiveis, and 5) the relationship between contex, input, process, and product is quite effective.

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“…Yusuf (2015) explains that product evaluation is done at the end of an activity and is intended to measure the achievement of the objectives that have been determined before based on a particular standard or criteria. This finding is supported by theories (Arikunto, 2009;Stufflebeam & Shinkfield, 2007) and findings (Warju, 2016;Zhang et al, 2011) that the final evaluation (product) relates information on the final achievement to the objectives, context, input, and process that have been implemented before it.…”

Section: Findings and Discussionmentioning

confidence: 75%

The effectiveness and constraints of learning in polytechnic education

Gunung¹,

Darma²

2019

Jurnal Penelitian dan Evaluasi Pendidikan

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This study is aimed at finding out: (1) the level of effectiveness of the teaching implementation at a polytechnic education institution viewed from the interrelatedness of the components of context, input, process, and product, and (2) the constraints in the teaching implementation at the institution. This study used the Contex Input Process Product (CIPP) model from Stufflebeam. The data were collected using a questionnaire, interview guide, and related docu-ments. The subjects of the evaluation were the students, lecturers, and the top management staff of the departments at the polytechnic. The data were analyzed using a quantitative descriptive method. The effectiveness of the learning program is determined based on the results of the prototype verification in the Glickman quadrant. The results of the analysis show that the teaching program implementation at the polytechnic viewed from the inter-relatedness of context, input, process, and product is considered effective enough. The constraints in the implementation of teaching at the polytechnic are in teaching planning, implementation of semester teaching plans, curriculum, and infrastructure as well as facilities. Those constraints create other barriers to the achievement of learning outcomes, both academic and non-academic.

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Educational Program Evaluation using CIPP Model

Cited by 42 publications

References 0 publications

Learning Evaluation of Mathematics during the Pandemic Period COVID-19 in Jakarta

Learning Evaluation of Mathematics during the Pandemic Period COVID-19 in Jakarta

Evaluation of Learning Programs at Bali State Polytechnic (BSP)

The effectiveness and constraints of learning in polytechnic education

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