Evaluation of the implementation of the sekolah penggerak curriculum using the context, input, process and product evaluation model in high schools

Abstract

Learning evaluation is to find out how far the progress, development, and success of students after carrying out the learning process within the specified time period is, including the evaluation of the innovative learning curriculum, namely the <em>sekolah penggerak</em> curriculum. The purpose of this study is to describe the evaluation of the school curriculum using the Context, Input, Process and Product (CIPP) evaluation model. Qualitative research designed in the form of case study research. The research subjects were the principal, curriculum representative, and school supervisor. Determination of research subjects was carried out purposively. Data collection techniques using observation sheets and data analysis techniques used are descriptive statistics. Research findings using the Context, Input, Process and Product (CIPP) is seen from the Context, Input, Process and Product aspects that the implementation of the <em>sekolah penggerak</em> curriculum is in accordance with the learning objectives. The implementation of this curriculum innovation is expected to have an impact on the quality of learning outcomes, the quality of the main competencies, the quality of teachers, the acceleration of school digitization and the profile of Pancasila students.

Evaluasi Kurikulum Program Sarjana Sistem Komputer Menggunakan Model CIPP Stufflebeam

“…Kegiatan Pendidikan salah satunya berupa proses belajar mengajar, pengembangan dan sarana pembentukan pengetahuan, dimana terjadi transformasi ilmu antara pendidik dengan peserta didik (Maarif, 2018;Mubai et al, 2021;Sabri, 2017;Tuna & Başdal, 2021). Pelaksanaan pendidikan membutuhkan rencana dan pedoman dalam implementasinya untuk mencapai pengembangan potensi peserta didik yang optimal, dimana bentuk rencana dan pedoman tersebut berupa kurikulum (Hasan et al, 2015;Muji et al, 2021).…”

How Does Local Content Text Based Sharing Reading Literacy Model Affect the Indonesian Language Course in Indonesian Senior High School? (Bagaimana Model Sharing Reading Literacy Berbasis Konten Lokal Berpengaruh Pada Pelajaran Bahasa Indonesia Di Sekolah Menengah Atas?)

“…In improving reading learning outcomes, of course, innovative learning models such as Sharing Reading Literacy are needed, especially in driving schools where the Motivating School Program (Sekolah Penggerak) try to realize the vision of Indonesian Education to achieve an advanced Indonesia, which is sovereign, independent, and has personality through the creation of Pancasila Student (Desianti & Rahayuningsih, 2022), (Muji et al, 2021), (Safrizal et al, 2022), (Isnawan & Sudirman, 2022). The Motivating School Program also focuses on developing student learning outcomes holistically including the competences (literacy and numeracy) and character starting with excellent human resources (principals and teachers).…”

Developing Local Content Reading Material Based on Tpack Framework for Seventh Grade Students

“…The curriculum is able to accommodate it. (Muji et al, 2021) Developing Local Content Reading Material based on TPACK Framework for Seventh Grade Students Thus, there is a need to include the local content to improve students' understanding and familiarity based on the contextual need by their daily activities or cultural background in the learning material. Local content in material, according to Utami et al (2014) is a process of involving local culture in materials which effectively help students to gain more understanding toward the content, since it closes to their daily life.…”