Problems of biology learning and evaluation analysis at the cipp model-based higher education level

Abstract

The purpose of this study was 1) to determine what the problems of biology learning at the college level are based on the learning domain; 2) to examine the biology learning curriculum's context; 3) Evaluate the biology learning curriculum input; 4) Evaluate the biology learning curriculum process, and 5) Evaluate the biology learning curriculum at Universitas Mahasaraswati Denpasar, Indonesia. This research includes evaluative research with a mixed methods, explanatory sequential design approach. The data retrieval technique in this study used the purposive samplingmethod namely, 57 students and 11 lecturers became research samples. The results of this study are: 1) cognitive domain issues are misconceptions, high-level thinking skills, and gender. Affective domain problems include stress, scientific attitudes, and attitudes toward science. Furthermore, the psychomotor domain problems are basic process skills and experimental processes; 2) The context of curriculum problem related to outcome based education (OBE) is still generic and has not involved the business world and industry; 3) Input evaluation results based on leadership and educational facilities are relatively good, but still development in human resources (HR) section. Furthermore, the lecturer's teaching competencies are categorized well; 4) The evaluation of the lecture process is consistently conducted by monitoring Internal Quality Audit and ISO 21001: 2018; 5) The results of the curriculum evaluation product are relatively good but still constrained regarding the fulfillment of doctoral qualifications and student publications. Each of these issues has been assigned separately for follow-up.

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

“…The mean scores increased from 20.6 in the pre-test to 70.2 in the post-test, indicating a substantial positive effect. This aligns with existing research demonstrating the effectiveness of the CIPP model in educational contexts (Arjaya & Suma, 2023;Sankaran & Saad, 2022). These findings align with previous research highlighting the effectiveness of the CIPP evaluation model in educational and professional development contexts, particularly in enhancing the skills of teachers or counselors.…”

“…The findings imply that the CIPP evaluation model for counseling programs in the Merdeka curriculum at the vocational high school level, specifically regarding general assessments of clarity in concepts, rationale, profile, components, aspects, success criteria, completeness of content, and the use of assessment instruments, is very accurate and suitable (Arjaya & Suma, 2023). Several studies support these findings, emphasizing the importance of competency-based approaches in higher education curriculum development (Kang et al, 2022;Kapur, 2018).…”

“…Several studies have supported the success of the CIPP evaluation model in educational contexts. Arjaya & Suma (2023) analyzed issues of biology learning and evaluation in higher education based on the CIPP model. Barber et al (2020) discussed the social accountability framework and its implications for medical education and program evaluation.…”