Evaluasi Pembelajaran Daring Mata Kuliah Bahasa Indonesia Menggunakan Model Context, Input, Process, Product (CIPP) (Evaluation of Indonesian Language Course Online Learning Using the Context, Input, Process, Product (CIPP) Model)

Abstract

This study aims to describe the effectiveness of online learning in Indonesian Language Courses (MKBI). The evaluation uses the Context, Input, Process, Product (CIPP) model. This qualitative research design uses descriptive evaluative. Data collection instruments used closed questionnaires, structured interviews, and documentation. Data processing techniques refer to the Guttman scale. The results showed the average value of the context evaluation aspects (0.92), input evaluation (0.85), process evaluation (0.86), and product evaluation (0.90). So, it can be concluded that MKBI's online learning at IKIP Siliwangi is very appropriate and effective.

Evaluating Indonesian Language Learning in Indonesian Islamic Higher Education Using Cipp Model

“…This similar condition was also evident in the study conducted by Rahmawati et al (2022), where the lecturers did not use the latest guidelines because they did not know the information. This is in contrast to the study conducted by Aryana et al (2022), in which their participants were fully aware of the new regulation from the Dictorate General of Higher Education. The possible explanation for this significant difference is that the latter institution is under the auspices of the Ministry of Education, while the former institution where the present study was conducted is under the Ministry of Religious Affairs.…”

“…Furthermore, the interviews with students indicate their needs for the Indonesian language course, particularly in relation to how to express their ideas academically, both in oral and written form. This implies that Indonesian language courses in higher education contexts are essential, as also indicated in the study of Aryana et al (2022). The Indonesian language course does not only trigger students' love for Indonesian as their national language but also helps them write academic papers and research reports (Purnamasari & Hartono, 2023).…”

“…This suggests that this course can help students in the completion of other courses, i.e., in formulating and reporting the assignments of other courses. It is indicated that it is common for any course to ask students to write papers (Aryana et al, 2022). Students are required to express ideas in both written and non-written forms.…”

“…Several studies were undertaken to evaluate Indonesian language learning in public higher education contexts using the CIPP evaluation model (Aryanika, 2015;Yuliarti et al, 2021). Aryana et al, (2022) undertook research evaluating online learning Indonesian language courses using the CIPP model. Similarly, Rahmawati et al, (2022) evaluated the implementation of mandatory Indonesian language courses in Muhammadiyah and Aisyiah colleges using the CIPP model.…”