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Kartika, Tipri Rose, and Jamaludin Malik. "PROGRAM EVALUATION OF IMPLEMENTATION OF TECHNOLOGY, INFORMATION AND COMMUNICATION (ICT)-BASED LEARNING SYSTEMS IN MANAGEMENT PERSPECTIVE." Jurnal Ilmiah Publipreneur 9, no. 1 (2021): 53–71. http://dx.doi.org/10.46961/jip.v9i1.269.
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Information and Communication Technology (ICT) is currently one of the media in the learning process at various levels of education. Through ICT, the learning process in the classroom can be carried out properly, especially by educators (teachers) and students (students). Thus, ICT becomes the main tool for interacting learning regardless of space and time. Information technology-based learning information systems can present interesting and interactive learning models. In order for the application of learning information systems to give good results, optimization of the management function is needed in each stage of its development. The stages of the management function that are very familiar to stakeholders in the education sector consist of: Planning, Organizing, Actuating and Controlling (POAC). With this management function, the application of learning information systems will be built and implemented properly. To measure the success of the implementation of this system, an evaluation of this educational program is needed. One of the most frequently used program evaluation models is the program evaluation model, the program evaluation model developed by Stufflebeam (Stufflebeam's Model), also known as the CIPP Model. Madrasah Tsanawiyah (MTS) Mathlaul Anwar Lampung is one of the schools under the auspices of the Ministry of Religion which also uses information technology as a medium in learning. In its application, the management function becomes the basis for MTS Mathlaul Anwar in building an information technology-based learning system.
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Sungha Lee and Choi Myoungsook. "Developing Evaluation Factors of College-level Learning Community Program based on Stufflebeam's 7-CIPP Evaluation Model." Korean Journal of Educational Methodology Studies 28, no. 3 (2016): 471–96. http://dx.doi.org/10.17927/tkjems.2016.28.3.471.
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Bradley, Monica. "FundaVida: A holistic curriculum evaluation of a non-profit English language program." Research in Pedagogy 10, no. 2 (2020): 385–97. http://dx.doi.org/10.5937/istrped2002385b.
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The following document is a curriculum evaluation of an English education program, Syde by Syde, for at-risk youths and their mothers in nonprofit institution, FundaVida, in three urban communities in the South of San Jose, Costa Rica. The evaluation is based on Stufflebeam's Context, Input, Process, Product Model of curriculum evaluation. It provides the organization with a formal written document for potential donors, volunteers, students, and other interested parties about the organization's activities, methodologies, achievements and continuing needs as well as recommendations for future development of the bilingual English education program of FundaVida.
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Kuswara, Heri, Engkus Kuswarno, Ahmad Mudrikah, and Usep Kosasih. "Stufflebeam's Model Application of Education Management Information Systems (EMIS) in Improving the Quality of Learning Services." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 6, no. 1 (2021): 72–93. http://dx.doi.org/10.31538/ndh.v6i1.1311.
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Advances in science and information technology have changed the perspective and lifestyle of the Indonesian people in carrying out their activities, including in the world of education. The application of the Education Management Information System (Emis) today is a must for every educational institution. In learning, the application of Emis is expected to improve the quality of learning services which in turn will improve the quality of teachers and students, especially in the field of Information Technology. The four basic management functions put forward by Terry are Planning, Organizing, Actuating and Controlling (POAC), the dimensions of service quality created by Haksever et al., As well as the program evaluation model developed by Stufflebeam (Stufflebeam's Model) or CIPP Model, Becomes theoretical basis as an analysis knife or the framework of ideas used to analyze, synthesize and provide solutions for the application of Emis in SMA and SMK Ma'arif Banyuresmi Garut in improving the quality of learning services. The implementation of Emis in SMA and SMK Ma'arif starts with the creation of a strategic plan for learning Emis, the formation of an IT team and a letter of assignment, budget provision, preparation and procurement of learning media for Emis, preparation of Standard Operating Procedures (SOP), socialization and training on the use of Learning Emis, Implementation of Learning Emis, Evaluation of the application of Learning Emis and the impact of the application of Learning Emis on the quality of learning services and on the quality of teacher human resources and the quality of student human resources
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Kartini, Nurul Hikmah. "EVALUASI PROGRAM BAITUL ARQAM BAGI KARYAWAN DI UNIVERSITAS MUHAMMADIYAH PALANGKARAYA." Anterior Jurnal 16, no. 2 (2017): 144–57. http://dx.doi.org/10.33084/anterior.v16i2.34.
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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.
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Kaya, Suat, and Ahmet Ok. "The second grade English language curriculum: Theory-practice congruence." Pegem Eğitim ve Öğretim Dergisi 6, no. 4 (2016): 491–512. http://dx.doi.org/10.14527/pegegog.2016.024.
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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.
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Iqbal, Zafar, Muhammad Anees, Rahim Khan, Abdul Wadood, and Shakila Malik. "A COMPARATIVE ANALYSIS OF THE EFFICACY OF THREE PROGRAM-EVALUATION MODELS –A REVIEW ON THEIR IMPLICATION IN EDUCATIONAL PROGRAMS." Humanities & Social Sciences Reviews 9, no. 3 (2021): 326–36. http://dx.doi.org/10.18510/hssr.2021.9333.
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Purpose of the study: This article reviews the comparative efficacy, theoretical and practical background of three program evaluation models (Stufflebeam’s CIPP model, Kirkpatrick’s model, and outcome-based evaluation models) and their implications in educational programs. The article discusses the strengths and limitations of the three evaluation models.
 Methodology: Peer-reviewed and scholarly journals were searched for articles related to program evaluation models and their importance. Keywords included program evaluation’, ‘assessment’, ‘CIPP model’, ‘evaluation of educational programs, ‘outcome-based model, and ‘planning’. Articles on Stufflebeam’s CIPP model, Kirkpatrick’s model, and outcome-based evaluation models were particularlyfocused because the review aimed at analysing these three models. The strengths and inadequacies of the three models were weighed and presented.
 Main Findings: The three models –outcome-based evaluation model, the Kirkpatric model, and the CIPP evaluation model –discussed in this review, have some strengths and weaknesses. Among the compared models, the CIPP model seems more appropriate for its implantation in evaluating educational programs because it is broader, comprehensive, flexible, cost-effective, and feasible.
 Applications of this study: Like other programs and projects, evaluation of educational programs is necessary to achieve high standards, better outcomes, and meet the objectives. Evaluation is employed before designing a particular educational program or during the already designed program. This review concludes that among different evaluation models, the CIPP evaluation model is more appropriate in evaluating educational programs because it is more comprehensive, efficient, and feasible.Employment of the CIPP model for evaluating educational programs can achieve plausible results about the overall progress of the educational programs. 
 Novelty/Originality of this study: This review highlights the importance of different program evaluation models. It concludes that the CIPP evaluation model offers an excellent mechanism to evaluate educational programs at different stages.
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Al-Shanawani, Hania M. "Evaluation of Self-Learning Curriculum for Kindergarten Using Stufflebeam’s CIPP Model." SAGE Open 9, no. 1 (2019): 215824401882238. http://dx.doi.org/10.1177/2158244018822380.
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This study sought to evaluate the self-learning curricula of a kindergarten in Saudi Arabia by applying the context, input, process, product (CIPP) model. To this end, the study utilized a mixed-method design, where teachers ( N = 420) had been randomly selected and surveyed, and school inspectors ( N = 15) had been interviewed. Furthermore, a content analysis had been carried out to analyze the curricula content based on CIPP model construction. Findings revealed that the objectives of the curricula were moderately correlated to the context. The input, process, and product also moderately contributed to the educational needs and to the Saudi community. However, the curricula failed to meet the kindergarten students’ needs and community in providing multiple sources of knowledge, teaching competencies, and training opportunities. The study recommended the need to develop a kindergarten curriculum on the basis of children’s educational needs and the community developmental needs. It suggests that future studies be conducted in various aspects of child education for preschool, continuous and comprehensive evaluation, and development of the kindergarten curriculum.
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Hasan, Azman, Sharifah Nurulhuda Tuan Mohd Yasin, and Mohd Fauzi Mohd Yunus. "A Conceptual Framework for Mechatronics Curriculum Using Stufflebeam CIPP Evaluation Model." Procedia - Social and Behavioral Sciences 195 (July 2015): 844–49. http://dx.doi.org/10.1016/j.sbspro.2015.06.324.
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Mulyanto, Agus Iwan. "EVALUATION OF THE WORK PROGRAM IMPLEMENTATION OF THE STRATEGIC PLAN SENIOR HIGH SCHOOL OF STATE 28 KAB TANGERANG." Perspektif : Jurnal Ilmu Administrasi 1, no. 2 (2019): 93–100. http://dx.doi.org/10.33592/perspektif.v1i2.104.
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This research is evaluating the Strategic Plan work program at Senior High School. Observational methods use CIPP (Context, Input, Process, Product) models by Stufflebeam & Shinkfield. This program is one type of object of evaluation research (Evaluation Research). The fundamental orientation in all evaluation research is benefits. The strategic plan for implementing the Senior High School program needs to mark improvements related to the MIA and IIS Study Programs. Suggested observations of implementers Strategic Plan followed up on many findings, especially those concerning the program, and make improvements to the program so that the Strategic Plan program process activities become more effective.Keywords: Strategic Plan, Work Program Evaluation.
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Dinçer, Beste. "EVALUATION OF THE 7th GRADE ENGLISH LANGUAGE CURRICULUM ACCORDING TO STUFFLEBEAM’S CONTEXT-INPUT-PROCESS-PRODUCT (CIPP) MODEL." e-Journal of New World Sciences Academy 12, no. 2 (2017): 1–24. http://dx.doi.org/10.12739/nwsa.2017.12.2.e0032.
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Taş, İlkay Doğan, and Serap Nur Duman. "A Systematic Review of Postgraduate Theses on Curriculum Evaluation." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 11, no. 1 (2021): 43–64. http://dx.doi.org/10.31704/ijocis.2021.003.
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Curriculum evaluation is a process carried out to decide the effectiveness of training programs. In this process, the strengths and aspects of the training programs that are open to improvement are emphasized. Therefore, curriculum evaluation studies are an important part of curriculum development. In this respect, it is important to consider the research studies on curriculum evaluation studies together in order to develop curriculum. This study aims to review the postgraduate theses completed on the evaluation of curricula in Turkey between 2007 and 2019 according to several variables and to determine the research trend in this field. The method of the research was formed by systematic review. In this context, 586 postgraduate theses written on curriculum evaluation were reviewed. It was determined that the theses showed a balanced distribution according to years and were generally at master’s level. The postgraduate theses were mainly based on quantitative research methods, and in recent years, there has been a tendency towards qualitative and mixed-method studies. Questionnaires and interviews were used in the theses mostly prepared in accordance with the survey model and the data were collected from teachers and students. In the one-fifth of the theses on the evaluation of curricula which were examined within the scope of this research (105 theses), it was determined that curriculum evaluation models were taken into consideration and that the most preferred model was Stufflebeam’s CIPP model. Following this model, Erden’s "Element-Oriented Curriculum Evaluation Model" and Tyler’s "Objective-Centered Evaluation Model" were also preferred frequently.
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Mariana, Dina, Aloysius Mering, and Indri Astuti. "The Evaluation of Students Score Processing Information System Program (SISFO PNS) in SMK Negeri 8 Pontianak." International Journal of Learning and Instruction (IJLI) 1, no. 2 (2019): 51. http://dx.doi.org/10.26418/ijli.v1i2.37343.
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In the year of 2012 SISFO PNS, already introduced at SMK Negeri 8 Pontianak, the problem that the writer found were: teachers only open the program at the time of student report will giving to students that made the program will be busy because too many users access it, there is some teacher did not complete the process of filling session but straight to the final score, the programmer is always slow maintenance. From that problem, the writer was aimed at evaluating the implementation of SISFO PNS. The model of evaluation used in this research was CIPP (context, input, process, product). This model was developed by Daniel L. Stufflebeam and friends. The technique of data collection is used observation, interview and documentation. The method of data analysis used descriptive percentage analysis. The results of this research were (1) the evaluation percentage toward context showed that the good result with average of 85.58% (2) the evaluation percentage toward input indicated that the good result with average 73.26% (3) the evaluation percentage toward the process showed that the good result with but it needs to improve with average 67.43% (4) the evaluation percentage toward the product showed that the good result with 79.79%.Keywords: CIPP, Program Evaluation, Students’ Score Analyzing
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Murphrey, Theresa Pesl, Taniya J. Koswatta, Kim E. Dooley, and Leslie D. Edgar. "An Analysis of Evaluation Methods Implemented in Studies Published in the Journal of International Agricultural and Extension Education from 1994 to 2018: A 25 Year Review." Journal of International Agricultural and Extension Education 25, no. 4 (2018): 27–39. http://dx.doi.org/10.5191/jiaee.2018.25402.
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Evaluation has been identified as a critical pathway to meet the grand challenges facing agriculture to feed the world. Understanding evaluation models and practices used in articles published in the Journal of International Agricultural and Extension Education (JIAEE) allowed us to identify areas of focus, need, and improvement. This content analysis assessed JIAEE articles published from 1994 to 2018 for evaluation methods implemented according to characteristics outlined by Stufflebeam and Coryn (2014). This study initially identified 384 possible articles for consideration. Upon further assessment, 81 articles were identified as maintaining characteristics appropriate for review. Of these articles, the majority (70%) did not specifically identify an evaluation approach, even though 21% of all feature articles published over the past 25 years can be considered an evaluation. Few published evaluation articles specifically identified an evaluation approach; rather, the majority merely described the methods without using evaluation terminology, and the majority of the examined articles did not substantially cite evaluation literature (53%). Additionally, the majority of published evaluation articles were quantitative (56%). Researchers publishing in JIAEE should be assured that qualitative and mixed method evaluation studies are also acceptable. Evaluation studies focused on Stufflebeam and Coryn’s evaluation criteria of feasibility, safety, equity, and probity should be encouraged. Additionally, workshops or training opportunities to advance understanding in evaluation processes and procedures may be valuable.
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Santoso, Tri, Giyoto Giyoto, Baidi Baidi, and Hari Kusmanto. "CHALLENGES OF AL ISLAM AND KEMUHAMMADIYAHAN (AIK) LEARNING WITH BAITUL ARQAM MODEL." AL-TANZIM: Jurnal Manajemen Pendidikan Islam 5, no. 1 (2021): 69–82. http://dx.doi.org/10.33650/al-tanzim.v5i1.1644.
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This study aimed to describe the implementation of AIK learning program with the Baitul Arqam model at the Muhammadiyah University of Surakarta in the 2019/2020 year. This study employed a qualitative approach to research. In collecting data, this study used observation, in-depth interviews, and documentation techniques, while the data validation was a triangulation of data sources and theories. This study's data analysis applied a CIPP Stufflebeam analysis. The results showed that (1) evaluating the AIK learning program with the Baitul Arqam model can be stated quite well in planning, organization, and implementation. The evaluation results on the supervision aspect of AIK learning program within the Baitul Arqam model can be unfavorable. Supervision was carried out only when students follow Baitul Arqam. Maintenance carried out after following the AIK learning with the Baitul Arqam model was not held. (2) The challenges faced by the AIK learning program with the Baitul Arqam model included: (a) the need for strategic planning, (b) qualified educators based on the standards, (c) a campus environment, and (d) an integrated supervision model.
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Tresnowati, Idah, and Gilang Nuari Panggraita. "Evaluasi Program Pembinaan Senam Artistik Sekolah Dasar Di Kabupaten Pemalang." Jendela Olahraga 5, no. 2 (2020): 98–103. http://dx.doi.org/10.26877/jo.v5i2.6055.
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The determination of this research is to support the artistic gymnastics coaching program in Pemalang district of Central java. The approach used in the assessment of this program is the CIPP Model of Daniel Stufflebeam in terms of context, input, process, and product. There are three elementary schools that thrived in representing the name of Pemalang Regency to become champions in the artistic gymnastics competition in Central Java, the schools are from SDN Padek 01, SDN Pamutih 02 and MI Muhammadiyah. The collecting data used observation technique, interviews and documentation in the form of archives as supporting data. While the informant sources were the Principal, sport teacher/trainer, students as the gymnasts and parents of students. The analysis technique used is descriptive analysis. The results of the study show that: At the input stage, the athlete recruitment as a trainee was done voluntarily in accordance with the interests and talents sought since he/she entered first grade, for the determined criteria are applied well, inadequate facilities, insufficient and simple infrastructure. Keywords: Evaluation, Artistic Gymnastics Development Program, Elementary School AbstrakTujuan Penelitian ini untuk mengevaluasi program pembinaan senam artistik di kabupaten pemalang. Metode penelitian yang digunakan yaitu deskriptif kualitatif. Pendekatan yang digunakan dalam penelitian evaluasi program ini adalah CIPP Model (Daniel Stufflebeam’s) ditinjau dari tahap context, input, proces, dan product. Ada tiga sekolah dasar yang berhasil membawa nama kabupaten pemalang untuk menjadi juara dalam kompetisi senam artistik tingkat Jawa Tengah, yaitu dari SDN Padek 01, SDN Pamutih 02 dan MI Muhammadiyah. Pengumpulan data menggunakan teknik Pengamatan(observasi), wawancara (interview) dan dokumentasi berupa arsip sebagai data pendukung. Sedangkan informan yang digunakan adalah Kepala Sekolah, Guru Penjasorkes/pelatih, siswa sebagai pesenam serta orang tua siswa. penelitian menunjukan bahwa: Pada tahap input perekrutan atlet sebagai peserta pelatihan secara suka rela sesuai dengan minat dan bakat dicari sejak dia masuk kelas satu,untuk kriteria yang ditetapkan dilaksanakan dengan baik,fasilitas yang kurang memadai,sarana prasarana kurang memadai dan sederhana. Kata kunci: Evaluasi, Program Pembinaan Senam Artistik, sekolah Dasar
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Muyasaroh, Muyasaroh, and Sutrisno Sutrisno. "PENGEMBANGAN INSTRUMEN EVALUASI CIPP PADA PROGRAM PEMBELAJARAN TAHFIZ AL-QUR’AN DI PONDOK PESANTREN." Jurnal Penelitian dan Evaluasi Pendidikan 18, no. 2 (2014): 215–33. http://dx.doi.org/10.21831/pep.v18i2.2862.
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Studi ini bertujuan untuk: (1) menghasilkan model pengembangan evaluasi program pembelajar’an tahfiẓ al-Quran diberi nama Coni P2, (2) menghasilkan teknik pelaksanaan evaluasi program pembelajaran tahfiẓ al-Qur’an, dan (3) menghasilkan struktur komponen dan indikator model evaluasi. Studi ini merupakan penelitian dan pengembangan (R&D) dengan menggunakan sembilan langkah dari 10 langkah model Borg dan Gall. Jumlah subjek uji coba pertama 33 orang, uji coba kedua 49 orang, dan uji coba ketiga 224 orang. Komponen model evaluasi yang digunakan adalah model evaluasi Stufflebeam (CIPP). Langkah-langkah evaluasi yang digunakan adalah langkah Malcolm Provus. Teknik pengumpul data yang digunakan adalah Delphi, FGD, kuesioner, observasi, wawancara, dan studi dokumentasi. Validitas konstruk dianalisis menggunakan CFA dan Reliabilitas menggunakan Cronbach Alpha. Hasil penelitian: (1) model evaluasi program Coni P2 dikembangkan dengan cara kajian teori, temuan di lapangan, Delphi, FGD, uji coba sebanyak tiga kali; (2) evaluasi di tiga pondok pesantren: Al-Ittifaqiah, Raudhatul Ulum, dan Raudhatul Qur’an ditemukan kesenjangan sarana belajar, kinerja guru, dan motivasi belajar santri; (3) komponen konstruk model evaluasi Coni P2 terdiri atas konteks, input, proses, dan produk, yang terbagi menjadi 13 indikator. Hasil analisis CFA: (1) Chi Square (χ²) = kecil; (2) ρ-value > 0,05; (3) Root Mean Square Error of Approximation (RMSEA) < 0,08; dan (4) Goodness of Fit Index (GFI) < 0,90.Kata kunci: pengembangan, evaluasi, tahfiẓ al-Qur’an______________________________________________________________ DEVELOPING CIPP EVALUATION INSTRUMENT FOR TAHFIZ AL-QUR’AN IN PONDOK PESANTRENAbstract The study aimed to: (1) generate an evaluation development model of tahfiz Al-Qur’an learning program entitled Coni P2; (2) generate a technique of tahfiz Al-Qur’an learning program evaluation implementation; and (3) generate component structures and an indicators of evaluation model. The study was a research and development (R&D) type by implementing 9 of 10 steps in Borg and Gall’s model. The subject for the first trial the 33 people, for the second trial were 49 people, and for the third trial were 224 people. The implemented component of evaluation model was Stufflebeam Evaluation Model (CIPP). The evaluation steps that the researchers implemented were the ones taken from Malcolm Provus. The data gathering techniques that the researchers implemented were Delphi, FGD, questionnaires, observation, interview and study of documentation. The construct validity was analyzed by implementing CFA and the construct reliability was analyzed by implementing Cronbach Alpha. The results of the research were as follows: (1) the model of Coni P2 evaluation program was developed by implementing theoretical review, field findings, Delphi, FGD and three-time experiments; (2) from the evaluations performed in three pondok pesantren, namely Al-Ittifaqiah, Raudhatul Ulum and Raudhatul Qur’an, the researchers found discrepancy in learning facilities, teacher performance and santri’s learning motivation; and (3) the construct components of Coni P2 evaluation model consisted of context, input, process and product that were divided into 13 indicators. The results of CFA analysis were as follows: (1) (1) Chi Square (χ²) = kecil; (2) ρ-value > 0.05; (3) Root Mean Square Error of Approximation (RMSEA) < 0.08; dan (4) Goodness of Fit Index (GFI) < 0.90.Keywords: development, evaluation, tahfiz Al-Qur’an
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Aziz, Shamsa, Munazza Mahmood, and Zahra Rehman. "Implementation of CIPP Model for Quality Evaluation at School Level: A Case Study." Journal of Education and Educational Development 5, no. 1 (2018): 189. http://dx.doi.org/10.22555/joeed.v5i1.1553.
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<p><em>Evaluation denotes the monitoring of progress towards desired goals and objectives. The purpose of this study was to evaluate educational quality at schools using Stufflebeam’s CIPP evaluation model (1983). The population comprised the principal, heads of each wing and teachers of various branches of a Welfare School System in Rawalpindi. Data were collected through the CIPP evaluation checklist (2002), semi structured interviews, document analysis and observations. Data were analyzed via content and thematic analysis. Findings indicated that this group of welfare schools focused on quality education by using different means, such as advanced technology, effective communication, relevant courses as well as teaching and learning strategies; however, it was found that teachers focused more on theoretical work and rote learning, which put pressure on students and had a negative effect on their intellectual abilities. Moreover, there was lack of proper space, effective environment and the schools were situated in rented buildings.</em></p><p align="center"><em><br /></em></p><p align="center"> </p>
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Sopandi, Evi, and Achmad Siswanto. "EVALUATION OF EDUCATION PROGRAM IMPLEMENTATION SCIENCE-BASED MADRASAH ALIYAH." Akademika 10, no. 01 (2021): 249–60. http://dx.doi.org/10.34005/akademika.v10i01.1097.
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Abstract:This research aims to evaluate the SAIN-based Madrasah Aliyah (MA) education program in Brebes, Central Java. The education program aims to improve the competence of human resources in improving ability. The evaluation model used in this study is the CIPP model (context, input, process, and product) of the qualitative research approach model introduced by Stufflebeam. The results showed that madrasah sains education program has been running well in accordance with the educational program that has been compiled. However, in the implementation of Madrasah SAIN education, there are still some shortcomings both in the field of funding (low teacher incentives), facilities and infrastructure (there are no adequate laboratories) and about the development of low human resources competencies of teachers.
 
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Harahap, Nurhasanah, and Fahmi Rizal. "Evaluasi Program Ekstrakulikuler di Pondok Pesantren Al-khoir Padang Lawas Sumatera Utara." INVOTEK: Jurnal Inovasi Vokasional dan Teknologi 20, no. 1 (2020): 45–52. http://dx.doi.org/10.24036/invotek.v20i1.658.
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Abstract- Extracurricular program is a learning process in which performed outside of school. The study attempts to explore the components of context, input, process and product of extracurricular program at Al-Khoir Islamic boarding school. In this study, the evaluation model used by Stufflebeam namely the CIPP (context, input, process, product) evaluation model. This study used mixed method; qualitative and quantitative. interviewing was carried out with the teacher (qualitatively) while scoring students’ test result (quantitatively). The findings showed that the components of context, input, process, product and results of extracurricular program at Al-Khoir Islamic boarding school were categorized as good. Therefore, Al-Khoir boarding school could maintain the extracurricular program and continue to improve any perceived shortcomings after evaluating the program. Thus, in this study, students are suggested to be more active and serious in extracurricular programs because it is very useful for them to add their knowledge and skills. It is suggested to make the improvements to each component of the context, input, process and product and to be more active and innovative in designing curriculum and planning before doing the extracurricular programs.
 
 Keywords : Mixed Method, CIPP, Extracurricular Program
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Sopandi, Evi. "EVALUATION OF IMPLEMENTATION OF INCLUSION EDUCATION PROGRAMS IN MADRASAH IBTIDAIYAH BADRUSSALAM SURABAYA." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 5, no. 2 (2019): 26–36. http://dx.doi.org/10.21009/jisae.052.03.
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This study aims to evaluate the inclusive education program at Madrasah Ibtidaiyah (MI) Badrussalam Surabaya. The education program aims to improve human resource competencies in increasing abilities. The evaluation model used in this study is the CIPP model (context, input, process, and product) of the qualitative research approach model introduced by Stufflebeam. The results showed that the education program at MI Badrussalam Surabaya had run well in accordance with the education program that had been prepared. However, in the implementation of inclusive education in MI Badrussalam, there are still some deficiencies both in the fields of funding, facilities and infrastructure as well as on the Welfare of mentors and special teachers (GP / K).
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Sopandi, Evi, and Khasanah Khasanah. "EVALUATION OF IMPLEMENTATION OF INCLUSION EDUCATION PROGRAMS IN MADRASAH IBTIDAIYAH BADRUSSALAM SURABAYA." Akademika 9, no. 01 (2020): 33–45. http://dx.doi.org/10.34005/akademika.v9i01.778.
Full textAbstract:
This study aims to evaluate the inclusive education program at Madrasah Ibtidaiyah (MI) Badrussalam Surabaya. The education program aims to improve human resource competencies in increasing abilities. The evaluation model used in this study is the CIPP model (context, input, process, and product) of the qualitative research approach model introduced by Stufflebeam. The results showed that the education program at MI Badrussalam Surabaya had run well in accordance with the education program that had been prepared. However, in the implementation of inclusive education in MI Badrussalam, there are still some deficiencies both in the fields of funding, facilities and infrastructure as well as on the Welfare of mentors and special teachers (GP / K).
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Che Md. Ghazali, Nor Hasnida. "Confirmatory Factor Analysis of the School-Based Assessment Evaluation Scale Among Teachers." Ta'dib 21, no. 1 (2016): 73. http://dx.doi.org/10.19109/td.v21i1.349.
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The school-based assessment (SBA) system is a holistic assessment system that is conducted in schools by subject teachers in assessing the students cognitive (intellect), affective (emotional and spiritual) and psychomotor (physical) aspects. It is in line with the National Philosophy of Education and the Standards-based School Curriculum in Malaysia. In order to evaluate the implementation of SBA, a measurement scale was validated. Questionnaire was used as an instrument for data collection. 776 primary and secondary school teachers were selected as respondents using stratified random sampling. The data was analyzed with SPSS and AMOS version 18. The aim of this paper was to explore different factor structures of the SBA evaluation scale by using the second-order Confirmatory Factor Analysis. Results indicated that the SBA evaluation model was a valid and reliable scale. The input measurement model was validated with two factors (personnel qualifications and physical infrastructure), process measurement model was validated with six factors (‘attitude’, ‘understanding’, ‘skills’, ‘challenges’, ‘moderation’ and ‘monitoring’) and product measurement model was validated with two factors (‘students’ attitude’ and ‘students’ motivation’). This study provides support for using a valid instrument in evaluating the implementation of SBA in schools. Furthermore, the CFA procedures used supported the conceptual framework set out earlier. Thus, it presents clearly the importance of the evaluation process of any education system to follow all the dimensions outlined in the evaluation model proposed by Daniel Stufflebeam. Sistem Penilaian Berbasis Sekolah (SBA) adalah sistem penilaian holistik yang dilakukan di sekolah-sekolah oleh guru mata pelajaran dalam menilai kognitif (kecerdasan), afektif (emosional dan spiritual) dan psikomotorik (fisik) siswa. Hal ini sejalan dengan Filsafat Pendidikan Nasional dan Kurikulum Sekolah Berbasis Standar di Malaysia. Dalam rangka untuk mengevaluasi pelaksanaan SBA, skala pengukuran divalidasi. Kuesioner digunakan sebagai instrumen untuk pengumpulan data. Tujuh ratus tujuh puluh enam guru sekolah dasar dan menengah terpilih sebagai responden dengan menggunakan Stratified Random Sampling. Data dianalisis dengan SPSS dan AMOS versi 18. Tujuan dari makalah ini adalah untuk mengeksplorasi struktur faktor yang berbeda dari skala evaluasi SBA dengan menggunakan Confirmatory Factor Analysis. Hasil penelitian menunjukkan bahwa model evaluasi SBA merupakan skala yang valid dan reliabel. Model pengukuran masukan divalidasi dengan dua faktor (kualifikasi personil dan infrastruktur fisik), model pengukuran proses telah divalidasi dengan enam faktor (sikap, pemahaman, keterampilan, tantangan, moderasi dan pemantauan) dan model pengukuran produk divalidasi dengan dua faktor (sikap dan motivasi siswa). Studi ini memberikan masukan untuk menggunakan alat yang sah dalam mengevaluasi pelaksanaan SBA di sekolah-sekolah. Selain itu, prosedur CFA digunakan mendukung kerangka kerja konseptual yang ditetapkan sebelumnya. Dengan demikian, menyajikan dengan jelas pentingnya proses evaluasi dari setiap sistem pendidikan untuk mengikuti semua dimensi yang digariskan dalam model evaluasi yang diusulkan oleh Daniel Stufflebeam.
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Isjoni, Isjoni. "AN EVALUATION OF THE 2013 CURRICULUM ASSISTANCE TRAINING PROGRAM FOR HISTORY TEACHERS IN PEKANBARU." International Journal of Educational Best Practices 3, no. 2 (2019): 85. http://dx.doi.org/10.31258/ijebp.v3n2.p85-92.
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This study is aimed at measuring the effectiveness of the 2013 Curriculum implementation assistance training program for school principals and History teachers conducted by the education office in Pekanbaru City. The study was conducted using the CIPP (Context, Input, Process, and Product) evaluation model introduced by Stufflebeam (2003). The data were collected through interviews, documentation, and observation. The subject of the study was the Pekanbaru city education office. The results show that the evaluation of the 2013 Curriculum implementation assistance training program resulted in a background, goals, objectives, expected results, and legal basis; the Input Evaluation resulted in criteria for training participants, training preparation programs, companion criteria, training organizers, training facilities, mentoring strategies, mentoring patterns, mentoring training mechanisms, training manuals, training implementation schedules, and training funding; The process evaluation resulted in the implementation of mentoring preparation, program structure readiness, teaching material readiness, preparedness of assistant staff, readiness of organizers, and readiness of training facilities which became the foundation of the committee to carry out the training. Furthermore, the assistants carry out the learning process; Product evaluations produce training graduates' competency standards, the level of success of training participants, and the impact of training graduates. From the evaluation results, the context obtained a value of 4.96 in the Very Good category. While the process evaluation obtained an average of 2.6 Poor categories and product evaluations obtained a score of 2.80 Poor category. Overall, the evaluation component of the K13 mentoring training program for history subjects at the Pekanbaru City High School scores 3.7 in the Good category. This means that the implementation of the K13 mentoring training program for history subjects at the Pekanbaru City High School is at a good level.
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Ramly, Amir Tengku. "Pengembangan Sumber Daya Manusia yang Unggul Berbasis Pumping-HR Model." Jurnal Manajemen 7, no. 2 (2016): 138. http://dx.doi.org/10.32832/jm-uika.v7i2.1110.
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<pre>This study is an evaluative framework of Stufflebeam CIPP evaluation model, with evaluation components: context, input, process and product, which involve trainees in IPB human resource development program for 3 years running.</pre><pre>Human resource development training program based on the model of IPB pumping is a useful program for employment and self, which have an impact on performance. In the context of this program supports the goals of human resource development IPB. In this program input is designed according to the needs of HR IPB to (1) the strengthening of values and beliefs, (2) the strengthening of competence, and (3) encourage the successful behavior in terms of responsibility, professionalism and friendliness of the work. In the preferred process of this program and fun for participants and products (output and outcome) can benefit from this program and give a clear impact to the performance of the employee.</pre><p> </p><p> </p>
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Rukhiyah, Yayah, Didik Notosudjono, and Widodo Sunaryo. "Evaluation of PAUD (Early Childhood Education) Accreditation Program in Serang City." Research, Society and Development 9, no. 10 (2020): e9759109455. http://dx.doi.org/10.33448/rsd-v9i10.9455.
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This research is aimed to increase the effectiveness of Early Childhood Education through evaluation of accreditation programs. By evaluating the PAUD accreditation program, it can be seen the overall phenomena of the evaluation which is principally for improvement in early childhood education, as well as to determine the success rate of the PAUD accreditation program in Serang City. This research approach is an Evaluation Research approach, the approach used descriptive approach. The qualitative approach creates a complex picture, examines the words, detailed reports and views of the respondents and conducts studies on natural situations. Evaluative research are the evaluative programs with using case studies method, this research are program evaluation with using CIPP (Context, Input, Process, Product) model which developed by Stufflebeam. The results shows that (1) evaluation on the context evaluation to good category, (2) the implementation of process evaluation are in the category enough (3)evaluation on the program preparation (input evaluation) part of most of them are at the Good category leveland (4) evaluation of the results and benefits of program activity implementation (Product Evaluation) is at the Good category level. Evaluation of PAUD Accreditation Program using the CIPP method, Based on the results of the previous evaluation, this study concluded that there are 14 (fourteen) aspects that have a "Good" value, namely aspects of facilities and infrastructure resources, human resource support, support for facilities and infrastructure, identification of scheduling programs, assessments, program outputs, and program outcomes of PAUD accreditation results are proposed, maintained and implemented.
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Ramly, Amir Tengku. "Evaluation of Pumping HR (Human Resources) Model-Based Training Program on Human Resources Development at Bogor Agricultural University (IPB)." Integrated Journal of Business and Economics 3, no. 2 (2019): 153. http://dx.doi.org/10.33019/ijbe.v3i2.154.
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The evaluation study of pumping HR model-based HRD training program at Institut Pertanian Bogor (IPB) is a program evaluation to see the program effectiveness against the professionalism and performance of employees. This research is evaluative research with a model frame of CIPP of Stufflebeam, with evaluation components: context, input, process, and product. Pumping HR model-based HRD training program at IPB is a beneficial program for employment and personal, which have an impact on performance. Considering the context, this program supports the goal of Human Resource Development of IPB. Considering the input, this program is designed tailored to the need of Human Resource in IPB to (1) reinforcement of the values and beliefs, (2) strengthen competence, and (3) encourage successful behavior in terms of responsibility, professionalism, and friendliness in working. Considering the process, this program is preferred and fun for participants and considering the product (output and outcome) this program provides benefits and clear impacts for the performance of the employee.
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Handoko, Herdi, and Wuradji Wuradji. "Evaluasi program pendidikan dan pengembangan anak usia dini (PPAUD) di Kabupaten Kulon Progo." Jurnal Pendidikan dan Pemberdayaan Masyarakat 2, no. 1 (2015): 24. http://dx.doi.org/10.21831/jppm.v2i1.4841.
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Penelitian ini bertujuan untuk (1) mengetahui efektifitas program Pendidikan dan Pengembangan Anak Usia Dini (PPAUD) terhadap peningkatan akses layanan PAUD di Kabupaten Kulon Progo, (2) mengetahui efektifitas program Pendidikan dan Pengembangan Anak Usia Dini (PPAUD) terhadap peningkatan kualitas layanan PAUD di Kabupaten Kulon Progo. Penelitian ini merupakan penelitian evaluasi dengan pendekatan kualitatif. Model eva-luasi yang digunakan adalah CIPP (Context, Input, Process, Product) yang dikembangkan oleh Stufflebeam. Hasil penelitian mengungkapkan: (1) program Pendidikan dan Pengembangan Anak Usia Dini (PPAUD) di Kabupaten Kulon Progo telah mampu meningkatkan akses layan-an PAUD yang dibuktikan dengan peningkatan APK dari 34,3% di tahun 2006 meningkat menjadi 93,6% di tahun 2013. (2) program Pendidikan dan Pengembangan Anak Usia Dini (PPAUD) di Kabupaten Kulon Progo telah mampu meningkatkan kualitas layanan PAUD.Kata kunci: Evaluasi Program, CIPP, PAUD An Evaluation of Early Childhood Education and Development Program (ECED) in Kulon Progo Regency AbstractThis study aimed to (1) determine the effectiveness of the Early Childhood Education and Development Program (ECED) to the increase in access to early childhood education services in Kulon Progo, (2) determine the effectiveness of the Early Childhood Education and Development Program (ECED) to improve the quality of early childhood education services in Kulon Progo. This research is a qualitative evaluation study. That approach used in the research is CIPP model evaluation program develop by Stufflebeam. The results of the study revealed that: (1) The Early Childhood Education and Development Program (ECED) in Kulon Progo Regency has been able to improve access to early childhood education services as evidenced by an increase of 34.3% APK in 2006 increased to 93.6% in 2013. (2) the Early Childhood Education and Development Program (ECED) in Kulon Progo Regency has been able to improve the quality of early childhood education servicesKey words: program evaluation, CIPP, early childhood education (ECE)
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Rohmana, Via Diah, I. Made Sriundy Mahardika, and Abdul Rachman Syam Tuasikal. "Evaluation of PJOK Learning In Sman I Karangan Trenggalek." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 4 (2019): 642–47. http://dx.doi.org/10.33258/birle.v2i4.672.
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The purpose of this study was to determine the implementation of physical education, sport, and health (PJOK) learning in SMAN I Karangan Trenggalek using the CIPP model (context, input, process, product) developed by Stufflebeam. Evaluation research uses a mix analysis method. Sources of research data are Physical Education Teachers, representatives of the curriculum, as well as Principals who are in SMA Negeri 1 Karangan Trenggalek. Primary data collection uses observation instruments while secondary data is obtained through documentation and interviews. Data obtained from observations were then analyzed quantitatively while data from documentation and interviews were analyzed descriptively qualitatively. From the results of research conducted showed that the implementation of PJOK learning programs in SMAN I Karangan Trenggalek included in the very good category.
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Ummah, Syifaul, and Ardi Ariyanto. "CIPP Model for program evaluation at madrasah tsanawiyah." Journal of English Language and Pedagogy 2, no. 2 (2019): 131. http://dx.doi.org/10.36597/jelp.v2i2.4962.
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The focus of the study is to investigate: (1) how the context of the excellent class program of MTs MINAT Kesugihan contributes to the success of the program, (2) how the input of the excellent class program of MTs MINAT Kesugihan contributes to the success of the program, (3) how the process of the excellent class program of MTs MINAT Kesugihan contributes to the success of the program, (4) how the product of the excellent class (EC) Program of MTs MINAT Kesugihan contributes to the success of the program. The research method was a qualitative research design. The objects of this study were: the headmaster of MTs MINAT, the director of the excellent class program, the excellent class teachers, and the excellent class students. The data were obtained from interview, classroom observation, and document analysis. Those data were analyzed by using Context, Input, Process, Product (CIPP) Model by Kellaghan and Stufflebeam (2003). The findings revealed some facts. First, in the context evaluation, it can be concluded that the goal, vision, and missions of the EC Program are relevant and formulated in order to meet the students’ needs. Second, in term of input evaluation, the teacher did not fulfill the requirements of a qualified teacher yet. Therefore, it influenced the teaching learning process in which they could not teach effectively. Finally, it affected the product which has not been successful in achieving the minimum score in the National Exam for English. Thus, the researcher suggested the school to conduct a workshop or training for the teachers so that the teachers’ teaching skills would improve. As the consequence, the students’ achievement would be better too.
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Agustina, Noor Qomaria, and Fanni Mukhtaruddin. "The Cipp Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center." English Language Teaching Educational Journal 2, no. 1 (2019): 22. http://dx.doi.org/10.12928/eltej.v2i1.1043.
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The competition in the workforce demands quality programs to make the learners to have competitive advantage by mastering the foreign language especially English. Language Training Centre is one institution that provide service on teaching language skill. The aim of this research was to make an evaluation on the program conducted by the Centre using the CIPP Model developed by Stufflebeam that evaluated the effectiveness and quality of the program seen from the context, input, process and product, and was applied for a program namely Integrated English Learning (IEL). The methodology was the combination of quantitative and qualitative design. The setting was a a language Center and the participants were the students from two departments. This study described the program from the point of view of its context, input, process and product. The context is seen from the effectivity of the program, while the input discusses about the quality. The process is to describe the implementation of the program and the product reveals how the goals are achieved.
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Junanto, Subar. "Evaluation Model of Expertise Practice Programs for Early Childhood Educator Teachers." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (2019): 128–42. http://dx.doi.org/10.21009/10.21009/jpud.131.10.
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This study aims to create a model for developing expertise evaluation programs at the IAIN Surakarta PIAUD Department. The research method used is development research (Research and Development). The results showed that the EPPK model produced had two-dimensional constructs, namely processes and products. The dimensions of the process of publishing instrument planning, implementation and output. The product dimensions are complete instruments of dance ability, musical ability, storytelling ability and artistic ability. This EPPPK model has approved the feasibility of criteria: a. has a good format (average 79.7%), b. has approved the substance of a good evaluation model (average 79.2%), c. has a good evaluation procedure (average 80%). The EPPK model has a very good success rate, it is proven that expertise program lecturers can use the EPPK model easily. The results of the evaluation using the EPPK model can provide a complete and comprehensive description of the program for conducting expertise in the Surakarta IAIN PIAUD Department.
 Key Words: Early Childhood Education (PIAUD), Evaluation Model, Expertise Practice Programs for Early Childhood (EPPK)
 References
 Amrein-Beardsley, A., Polasky, S., & Holloway-Libell, J. (2016). Validating Bvalue added^ in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system. Educational Assessment, Evaluation and Accountability. Educational Assessment, Evaluation and Accountability.
 Borg, W. R., & Gall, M. D. (1989). Educational research. New York: Longman.
 Briggs, D. C., & Dadey, N. (2017). Principal holistic judgments and high-stakes evaluations of teachers. Educational Assessment, Evaluation and Accountability.
 Cizek, B. J. (2000). Pockets of resistance ini the assessment revolution. Educational measurement issues and practice journal, 192.
 Elliot, R. B. (2018). Understanding Faculty Engagement in Assessment through Feedback and Dialogues: A Mixed Methods Approach. International Journal of Evaluation and Research in Education, 7(2).
 Eseryel, D. (2002). Approaches to evaluation of training: Theory & Practice. Educational Technology & Society, 5(2).
 Hallinger, P., Heck, R., & Murphy, J. (2014). Teacher evaluation and school improvement: an analysis of the evidence. Educational Assessment, Evaluation and Accountability.
 Hasan, H. (2009). Evaluasi Kurikulum (II). Bandung: PT Remaja Rosdakarya.
 Herpich, S., & Pratoreus, K. A. (2018). Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education.
 Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability.
 Ovretveit, J. (2002). Evaluation of quality improvement programmes. Quality and Safety in Health Care, 11(3), 270–275. https://doi.org/10.1136/qhc.11.3.270
 Roegman, R., Goodwin, A. L., & Reed, R. (2016). Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program. Educational Assessment, Evaluation and Accountability.
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Sihombing, Urkanus, Hamidah, and Billy Tunas. "Evaluation for education program and basic training for Jakarta public order agency." IJHCM (International Journal of Human Capital Management) 4, no. 1 (2020): 42–58. http://dx.doi.org/10.21009/ijhcm.04.01.04.
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This research/evaluation be held for evaluating Evaluation for education program and basic training for Jakarta public order agency in periode 2012 until 2018 which be held by Civil service police and Human Resources Development Agency (Field Study). This evaluation for analising comprehensively to significant several aspect in several stages, which consists of stages1, including aspect : a. Legal foundation, b. Need analysis, c. Purpose, also program targets, and stages2, including aspect: a. Participant, b. Organization structure, c. Program and activities, d. Procedure, e.Guidebook, f. Instructors, g. Administrator/Committee, h. Instructional media, i. Means, infrastructure, and Budget, and stages3, including aspect, a. Participant reaction, b. Learning, c. Behavior, also stages4, which including: a.result, b. Program impact. Qualitative approach used on this research. Primary data, and secunder was obtained through observation, interview, study of document, focus group discussion, with all the credible informants. This evaluation be held by using Stufflebeam model, Context, Input, Process and Product (CIPP). Data analysis trough interactive approach Miles and Huberman in data display activity, data reduction, and drawing conclusion. Research/evaluation result. Evaluation result showing that most aspects in contex stages, input, and process also product, getting good judgment, Which means it's done / available according to criteria, so program recommended need to be developed with adjustment on law No.23 of 2014 about local government and Government regulation No. 16 of 2018 about civil service police which has become the development guidelines of education basic program, technical, and functional civil service police all over Indonesia.
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Hanifah, Maria, and Alfred Irambona. "Authentic assessment: Evaluation and its application in science learning." Psychology, Evaluation, and Technology in Educational Research 1, no. 2 (2019): 81. http://dx.doi.org/10.33292/petier.v1i2.4.
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The research aims to reveal: (1) the suitability of the implementation of science authentic assessment in Kulonprogo Regency, and (2) the forms of science authentic assessment applied. The study was used the CIPP Stufflebeam evaluation model. The quantitative data were analyzed with T-score, while the qualitative data were analyzed by using Miles & Hubermen. The results of this research are as follows. (1) The implementation of science authentic assessment is wholly fairly effective be seen from T-score analysis 52.44 from the score extent 20-80. (2) The forms of science authentic assessment are practice, portfolio, teacher transcript journal, and daily test, whereas project activity, self assessment, and peer assessment are not done for the heat matter and its movement with T-score 45.14 wholly fairly effective from the score extent 20-80.
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Naz, Samia, Sarwat Jabeen, and Abdul Rashid. "Evaluation of Punjab Education and English Language Initiative (PEELI) Project in Pakistan." Global Regional Review V, no. I (2020): 332–39. http://dx.doi.org/10.31703/grr.2020(v-i).36.
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The study aims to evaluate the effectiveness of Punjab Education and English Language Initiative (PEELI) interventions (2018-19) on professional skills of primary school teachers in Punjab using Stufflebeam’s CIPP evaluation model (1983). PEELI is a collaborative project between the Government of the Punjab and British Council being implemented through Quaid-e-Azam Academy for Educational Development Punjab, Pakistan. In this qualitative research, data has been obtained through British Council’s Annual Reports, quarterly reports of third party, semi-structured interviews with four stakeholders, twelve trainers and thirty six primary school teachers in twelve districts of Punjab. The findings suggest that PEELI interventions have created positive impact on classroom delivery for making it child-centric. The study recommends the following strategies to achieve positive outcomes: needs analysis of primary teachers in the beginning of the project, equal opportunity of training to young and senior primary teachers, continuous professional development of teachers and developing follow up mechanism.
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Borges, Regilson Maciel, and José Carlos Rothen. "Abordagens de avaliação educacional: a constituição do campo teórico no cenário internacional (Educational evaluation approaches: constitution of the theoretical field in the international scenario)." Revista Eletrônica de Educação 13, no. 2 (2019): 749. http://dx.doi.org/10.14244/198271992481.
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This article presents a theoretical review of the main evaluation approaches that marked the trajectory of educational evaluation in the international scenario. This is a bibliographical research that, based on the assessment literature, aimed at studying the various dimensions and different meanings that have historically constituted the educational evaluation field. Seven evaluation approaches are described: goal-based evaluation, evaluation based on scientific logic, value-based evaluation, decision-making evaluation, consumer-oriented evaluation, participant-centered evaluation, and qualitative evaluation. Each one of them is characterized according to its protagonists, objectives, conceptual approaches, theoretical orientations deriving from methodological assumptions, and the scholars who continued their respective approaches. Such international literature had a strong influence on Brazilian evaluation researchers who, based on these references, sought to support a field of knowledge that is still in the process of constitution and strengthening in our country.ResumoEste artigo apresenta uma revisão teórica das principais abordagens de avaliação que marcaram a trajetória da avaliação educacional no cenário internacional. Trata-se de uma pesquisa bibliográfica que, referenciada na literatura da avaliação, busca estudar as variadas dimensões e os diferentes sentidos que constituíram historicamente o campo da avaliação educacional. São descritas sete abordagens de avaliação: a avaliação baseada em objetivos, a avaliação baseada na lógica científica, a avaliação baseada no valor agregado, a avaliação a serviço da decisão, a avaliação orientada para consumidores, a avaliação centrada nos participantes e a avaliação qualitativa. Cada uma dessas abordagens é caracterizada segundo seus protagonistas, objetivos, enfoques conceituais, orientações teóricas decorrentes de pressupostos metodológicos e os estudiosos que deram continuidade nas suas respectivas abordagens. Essa literatura internacional exerceu forte influência sobre os pesquisadores brasileiros da avaliação que, fundamentados nesses referenciais, buscaram sustentar uma área de conhecimento que ainda se encontra em processo de constituição e fortalecimento em nosso país.Keywords: Educational evaluation, Evaluation approaches, Theories on evaluation.Palavras-chave: Avaliação educacional, Abordagens de avaliação, Teorias em avaliação.ReferencesALKIN, Marvin C.; CHRISTIE, Christina A. An evaluation theory tree. In: ALKIN, Marvin C. (Ed.). Evaluation roots: tracing theorists’ views and influences. London: Sage, 2004. p. 381-392.CAMPBELL, Donald T.; STANLEY, Julian C. Experimental and quasi-experimental designs for research on teaching. In: GAGE, N. L. (Ed.). Handbook of research on training. Chicago: Rand McNally, 1963. p. 1-84.DE KETELE, Jean-Marie. L’évaluation conjuguée en paradigmes. Revue Française de Pédagogie, Lyon, n. 103, p. 59-80, 1993.DIAS SOBRINHO, José. Campo e caminhos da avaliação: a avaliação da educação superior no Brasil. In: FREITAS, Luiz Carlos (Org.). Avaliação: construindo o campo e a crítica. Florianópolis: Insular, 2002. p. 13-62.FERNANDES, Domingos. Acerca da articulação de perspectivas e da construção teórica em avaliação educacional. In: ESTEBAN, Maria Teresa; AFONSO, Almerindo Janela (Orgs.). Olhares e interfaces: reflexões críticas sobre a avaliação. São Paulo: Cortez, 2010. p. 15-44.GUBA, Egon G.; LINCOLN, Yvonna S. Avaliação de quarta geração. Trad. Beth Honorato. Campinas: Editora da Unicamp, 2011.HOUSE, Ernest; HOWE, Kenneth R. Deliberative democratic evaluation in practice. In: STUFFLEBEAM, Daniel L.; MADAUS, George F.; KELLAGHAN, Thomas (Eds.). Evaluation models: viewpoints on educational and human services evaluation. Boston: Kluwer Academic Publishers, 2000. p. 409-422.MACDONALD, Barry. Uma classificação política dos estudos avaliativos. In: GOLDBERG, Maria Amélia Azevedo; SOUSA, Clarilza Prado de (Orgs.). Avaliação de programas educacionais: vicissitudes, controvérsias, desafios. São Paulo: EPU, 1982. p. 16-17.OWSTON, Ron. Models and Methods for Evaluation. In: SPECTOR, J. Michael et al. (Eds.). Handbook of Research on Educational Communications and Technology. New York: Lawrence Erlbaum Associates, 2008. p. 605-618.PARLETT, Malcolm; HAMILTON, David. Avaliação Iluminativa: uma nova abordagem no estudo de programas inovadores. In: GOLDBERG, Maria Amélia Azevedo; SOUSA, Clarilza Prado de (Orgs.). Avaliação de programas educacionais: vicissitudes, controvérsias, desafios. São Paulo: EPU, 1982. p. 38-45.SANDERS, William L.; HORN, Sandra P. The Tennessee value-added assessment system (TVAAS): mixed model methodology in educational assessment. Journal of Personnel Evaluation in Education, New York, v. 8, n. 3, p. 299-311, 1994.SANDERS, William L.; RIVERS, June C. Cumulative and residual effects of teachers on future student academic achievement. Knoxville: University of Tennessee Value-Added Research and Assessment Center, 1996.STAKE, Robert E. Evaluation the arts in education: a responsive approach. Columbus: Merril, 1975a.STAKE, Robert E. Program evaluation, particularly responsive evaluation. Kalamazoo: Western Michigan University Evaluation Center, 1975b. (Occasional paper n. 5).STUFFLEBEAM, Daniel L. Evaluation models. New directions for evaluation, San Francisco, n. 89, p. 7-98, 2001.STUFFLEBEAM, Daniel L.; SHINKFIELD, Anthony L. Evaluación sistemática: guía teórica y práctica. Trad. Carlos Losilla. Barcelona: Paidós, 1987.WORTHEN, Blaine R.; SANDERS, James S.; FITZPATRICK, Jody L. Avaliação de programas: concepções e práticas. Trad. Dinah de Abreu Azevedo. São Paulo: Gente, 2004.
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Fattah, Abdul. "EVALUASI PROGRAM PENINGKATAN KUALIFIKASI S1 MELALUI DUAL MODE SYSTEM (DMS) KEMENTERIAN AGAMA REPUBLIK INDONESIA." JTP - Jurnal Teknologi Pendidikan 18, no. 2 (2016): 65. http://dx.doi.org/10.21009/jtp1802.1.
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The focus of this study is to examine the effectiveness of S1-Qualification Improvement program for the teachers of Madrasah and PAI through Dual Mode System (DMS) at the Ministry of Religious Affairs, for the LPTK Rayon 10 IAIN Mataram. The specified targets are reviewed from five (5) components: context, input, process, product, and impact / output or outcomes. The model of research design used in this study is CIPP Stufflebeam evaluation model by adding outcomes (O) components. In general, it is concluded that the implementation of the S1-Qualification Improvement program through Dual Mode System (DMS) in LPTK Rayon 10 IAIN Mataram has been going well and in accordance with the guideline and rule standard set by the Ministry of Religious Affairs Republic Indonesia.
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Wajdi, Firdaus, Sifa Fauzia, and Ahmad Hakam. "Evaluasi Program Tahfidz Melalui Media Sosial di Yayasan Indonesia Berkah." Jurnal Online Studi Al-Qur an 16, no. 1 (2020): 69–88. http://dx.doi.org/10.21009/jsq.016.1.05.
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The Tahfidz Online program is the flagship program of the Indonesia Berkah Foundation. This study aims to describe and evaluate the implementation of the Indonesia Berkah Foundation's Tahfidz Online program. This research is qualitative research with data collection techniques using observation, interviews and document analysis. The CIPP (context, input, process, product) evaluation model developed by Daniel Leroy Stufflebeam et al. was used as an evaluation reference. This study finds out that: In terms of the input component, it shows that musyrifah, curriculum, and infrastructure have met the criteria. However, there are notes on the input of students not meeting the criteria of intention because God also does not understand the knowledge of recitation and Arabic. In terms of the media process components and materials, they do not meet the criteria of interest and are arranged in a sequence that makes it easy for students, while the method and time have met the criteria.
 Keywords: Online Tahfidz Program, Evaluation of Education
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Umi Sumiati As, I Made Astra, and Rusmono. "EVALUASI IMPLEMENTASI PROGRAM ADIWIYATA UNTUK PESERTA DIDIK DI KELAS V SDN KEBON BESAR 1 KOTA TANGERANG." Jurnal Tunas Bangsa 7, no. 2 (2020): 310–26. http://dx.doi.org/10.46244/tunasbangsa.v7i2.1181.
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This evaluation study was conducted aimed to find out how effective the Adiwiyata program was in habituating Kebon BESAR SDN 1 students in Tangerang City. In this study is a program evaluation with a qualitative approach using the CIPP model developed by Stufflebeam which includes 4 (four) components, namely: 1) context (Countek), 2) Input (Input), 3) Process (Process), 4) Results (Product). Data retrieval is done by observation, interviews, documentation studies, and questionnaires. The Adiwiyata school program is evaluated as follows: 1) UKS, 2) Thursday without plastic, 3) Bathroom cleanliness, 4) Learning innovations, 5) Saturday lunch, 6) Biopori, 7) Swimming, 8) Plant nurseries, 9) Parks . Evaluation results have shown that habituation effectiveness reaches 84, 45% results with this indicating that the Adiwiyata school program has a very good contribution to the habituation of Kebon Besar 1 Elementary School students in Tangerang City. The results of this study imply that the school adiwiyata program needs to be implemented as part of how to habituate students.
 Abstrak
 Penelitian evaluasi ini dilakukan bertujuan untuk mengetahui seberapa efektif program Adiwiyata dalam pembiasaan peserta didik SDN Kebon BESAR 1 Kota Tangerang. Dalam penelitian ini merupakan evaluasi program dengan pendekatan kualitatif dengan menggunakan model CIPP yang dikembangkan oleh Stufflebeam yang mencakup 4 (empat) komponen yaitu: 1) kontek (Countek), 2) Masukan(Input), 3) Proses (Process), 4) Hasil (Product). Pengambilan data yang dilakukan dengan teknik observasi, wawancara, studi dokumentasi, dan angket. Program Adiwiyata sekolah yang dievaluasi sebagai berikut: 1) UKS, 2) kamis tanpa plastik, 3) Kebersihan kamar mandi, 4) Inovasi pembelajaran, 5) Sabtu bersi, 6) Biopori, 7) Kolam, 8) Pembibitan tanaman, 9) Taman. Hasil evaluasi telah menunjukan bahwa efektifitas pembiasaan mencapai hasil 84, 45 % dengan ini menunjukan bahwa program Adiwiyata sekolah memiliki kontribusi yang sangat baik terhadap pembiasaan peserta didik SDN Kebon Besar 1 Kota Tangerang. Hasil penelitian ini memberikan implikasi bahwa program adiwiyata sekolah perlu dilaksanakan sebagai bagian dari cara pembiasaan peserta didik.
 Kata kunci : Program Adiwiyata, Evaluasi Program, Pembiasaan
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Ayu, Sovia Mas. "Evaluasi Program Praktek Pengamalan Ibadah Di Sekolah Dasar Ar-Raudah Bandar Lampung." Al-Tadzkiyyah: Jurnal Pendidikan Islam 8, no. 1 (2017): 15. http://dx.doi.org/10.24042/atjpi.v8i1.2092.
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Evaluation of the Worship Practice Program Program aims to provide an assessment of the implementation and achievement of program objectives. CIPP Model Stufflebeam is used in research to evaluate aspects of context (goals, guidance, and implementation), input aspects (materials, teachers, and students), process aspects (technical implementation of programs), and products or outputs (results). Analysis of research data using a descriptive qualitative approach. The data collection tool uses interviews and observations to assess teacher behavior by students, self-assessment questionnaires by students, and student behavioral assessment questionnaires by parents. The object of the study was 3 teachers, 55 students, and 55 parents of students. The evaluation results show that for the context and input aspects in the good category. Process evaluation is a good category, related to the timing of implementation and steps for implementing PPI activities in accordance with established guidelines. Product evaluation in sufficient categories means that students can be said to be quite good in religious behavior individually. While the assessment of indicators of religious behavior shows good categories.
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Yuwono, Imam. "Evaluation of Physical Education In SLB-C of South Kalimantan Province." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 5, no. 1 (2021): 198–203. http://dx.doi.org/10.33369/jk.v5i1.14617.
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This study aims to determine the level of success of learning in Physical Education, Sports and Health (Physical Education) class IX 2018/2019 academic year at SLB-C of South Kalimantan Province and to produce recommendations for decision makers to follow up on the ongoing learning program. The evaluation model used in this research is the CIPP evaluation model using descriptive statistical analysis techniques with percentages. This technique is used to analyze data obtained from the results of distributing questionnaires, and uses a model developed by (Daniel Stufflebeam, 2014), namely (1) context, (2) input, (3) process, and (4) product or what is called CIPP. Data were collected from observations, questionnaires, and documentation studies. The results of this study indicate that the overall variable of SLB-C of South Kalimantan Province gets a percentage of 70.5% with good criteria. Based on the results of these data, it can be decided that overall educational learning in the State Special School Guidance for South Kalimantan Province is in good criteria. Recommendations based on the results of this study are to continue the learning program, but accompanied by revisions to several variables.
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Yusabiran, Yusabiran, Freddy Johanis Rumambi, and IDK Kerta Wirdana. "Evaluasi Kesiapsiagaan Batan Menghadapi Kegagalan Teknologi Nuklir Melalui Penerapan Occupational Health and Safety Assessment Series (OHSAS) 18001." JURNAL SAINS TEKNOLOGI & LINGKUNGAN 6, no. 1 (2020): 10. http://dx.doi.org/10.29303/jstl.v6i1.139.
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Indonesia has nuclear technology which has 3 research reactors developed. The three reactors are Triga Mark II power of 250 kW, Kartini power reactor 100 kW and the largest reactor is Multipurpose Reactor G.A Siwabessy with 30 MW power. Based on the IAEA capacity of 30 MW is included in the second hazard category that has the potential of radiation distribution up to a radius of 5 KM. One of the efforts implemented is with the implementation of OHSAS 18001 on each work unit. In progress, evaluation should be carried out. The evaluation model used is Context evaluation model, Input, Process, Product (CIPP) according to Stufflebeam. This research is a descriptive qualitative research that is important to evaluate the application of OHSAS 18001 in support of BATAN preparedness. Data completion techniques use interviews, observation, and documentation. The results of the context evaluation study indicate that OSH policy of PTKRN, PTLR, PRFN and PTRR work units get good value (100%). Evaluation of scores (inputs) from identification aspects of potential hazards, identification of rules, role resources and OSH programs are both good (91%). Evaluate the implementation (process) of aspects of training, monitoring and measurement, audit, and simulation of emergency response well (94%). Result evaluation (Product) for K3 culture aspect and zero accident result is good (81%). Thus the implementation of OHSAS 18001 in BATAN can support BATAN nuclear preparedness
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Mustangin, Muhammad, and Beny Riswanto. "The Challenges and Opportunities; CIPP Model for Evaluation for TEFL Following the COVID-19 Pandemic." Jurnal Teknologi dan Bisnis 2, no. 1 (2020): 29–39. http://dx.doi.org/10.37087/jtb.v2i1.12.
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This study are focused in : (1) how the context of the Online teaching learning process program on Covid-19 outbreak. (2) how the input of the Online teaching learning process program on Covid-19 to the success program, (3) how far the challenge and the opportunities of the Online teaching learning process program on Covid-19 pandemic.
 The objects of this study were: the English teacher in government’ schools and private school of junior high school and senior high school, and the students. The data were obtained from interview, classroom observation, and document analysis. Those data were analyzed by using Context, Input, Process, Product (CIPP) Model by Kellaghan and Stufflebeam (2003).
 The findings revealed some facts. First, in the context evaluation, it can be concluded that the online teaching and learning program are relevant and formulated in order to meet the students’ needs on this pandemic. Second, in term of input evaluation, the teacher did not fulfill the requirements of a qualified teacher yet. Therefore, this pandemic has become a challenge for educators especially for English teachers and students in higher education level. It impacted classrooms to be hardly. Here, the researcher advice the government to conduct a training and workshop in order to improve the quality and the professionalism.
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Manan, Abdul, Muhammad Arif Fadhilah, Kamarullah Kamarullah, and Habiburrahim Habiburrahim. "Evaluating paper-based TOEFL preparation program using the Context, Input, Process, and Product (CIPP) model." Studies in English Language and Education 7, no. 2 (2020): 457–71. http://dx.doi.org/10.24815/siele.v7i2.16467.
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An evaluation for the development of a paper-based test of English as a Foreign Language (TOEFL) for English Education Department students at one of the colleges in Langsa, Aceh, Indonesia, is necessary, considering their unsatisfactory scores even though the preparation program has been conducted. This research employed context, input, process, and product (CIPP) model developed by Stufflebeam upon the program. Methodologically, interviews, questionnaires, and observation were executed to five TOEFL lecturers and 34 students, while the data obtained were analyzed with the qualitative analysis method of Miles and Huberman. Based on the evaluation of context, the program had an appropriate background, goals, and objectives. Regarding the input, it still had problems related to the availability of resources and facilities. There were no standardized learning materials available, including the broken language laboratory. It affected the process since the lecturers could not maximize the facilities to create an effective learning environment. Eventually, it affected the product since most students could not reach an expected score. Most of the participants agreed that the program needed to be improved. Several improvements can be made to overcome these problems by providing required learning facilities, designing standardized learning materials, and clustering classes in accordance with students’ abilities.
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Rukayah, Rukayah, and Bambang Ismanto. "EVALUASI MANAJEMEN BERBASIS SEKOLAH DI SEKOLAH DASAR NEGERI KABUPATEN SEMARANG." Kelola: Jurnal Manajemen Pendidikan 3, no. 2 (2016): 178. http://dx.doi.org/10.24246/j.jk.2016.v3.i2.p178-191.
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<p><em>This study aimed to evaluate the implementation of school based management in SD Negeri Genuk 01 District West Ungaran in terms of context, input, process and product. This study was qualitative evaluative research using CIPP (Context, Input, Process, Product) model of evaluation developed by Stufflebeam. Data collection techniques used were interviews, observation and documentation. Test validity of data using triangulation technique. The results showed that: 1) from the context evaluation, school based management is needed by all stakeholders of the school to improve the quality of education; 2) from the input evaluation, human resources, curriculum, facilities, and funds were sufficient and ready to be used for the implementation of the school based management in primary School Genuk 01; 3) from the process evaluation, the implementation of school based management was not fully in accordance with the plan, especially in the decision making process and the learning process; 4) from the product evaluation, product (output) produced has not been as expected. It is therefore recommended that the school based management program continued with improvements in program implementation process.</em></p>
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Sunaryanta, Tony. "EVALUASI PELAKSANAAN PROGRAM TAMAN BACAAN MASYARAKAT (TBM) TALENTA AZZURA DI JOGOYUDAN, JETIS, KOTA YOGYAKARTA." Perspektif Ilmu Pendidikan 15, no. VIII (2007): 33–39. http://dx.doi.org/10.21009/pip.151.5.
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This article is an evaluation result of the program implementation of TBM “Talenta Azzura” at Jogoyudan, Jetis, Jogyakarta. The evaluation was aimed at (1) community’s interest on the program, (2) community as members, (3) managers and attendants, (4) support systems, (5) fund, (6) management systems, (7) services, and (8) usefulness either for its members or the community. Subjects of the evaluation were members as well as the managers and staffs of TBM “Talenta Azzura”. Data were gathered through techniques of observation, interviews, questionnaires, and documentation. The analysis was conducted by using SPSS 10,00 for Window (statistical program), it was descriptive. The Evaluation model applied was Stufflebeam’s CIPP (context, inputs, process, and product). The evaluation results indicate that community has diversed socio-economic background as shown by the total income of parents ranges from Rp. 500.000,- to Rp. 750.000,-/month. Most members’ parents are vendors. The questionnaires drew a conclusion that community’s support quality is mediocre yet no rejection or feelings against the program. Further, conclusions drawn upon evaluation model are (1) inputs are members who age between 3 – 12 years old, mostly higlymotivated girls, (2) there are two categories of the managers and staffs, permanent managers or attendants are from the community itself and there are some part-time attendants. Somehow the TBM gets little support for services and lack of fund. Results from questionnaires regarding process show low quality of management and services though data gathered regarding mentoring program indicate meaningfulness of the program for members and the community. In regards of product, results from questionnaires,interviews and observation picture that the existence of TBM is advantageous either for members or the community.
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Onate, Maria Evangeli, and Prof J. T. Lobby Loekmono, Ph.D. "EVALUASI PROGRAM MUSYAWARAH GURU BIMBINGAN DAN KONSELING SMP/MTS KOTA SALATIGA TAHUN 2012 – 2015." Kelola: Jurnal Manajemen Pendidikan 3, no. 2 (2016): 294. http://dx.doi.org/10.24246/j.jk.2016.v3.i2.p294-309.
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<p><em>This study aimed to evaluate the context, input, process, and product of Guidance and Counseling Teachers Deliberation Program (MGBK) at SMP / MTs Salatiga year of 2012-2015. This study was evaluation research using CIPP model (Context, Input, Process, Product) developed by Stufflebeam. Data collection techniques used in this study were interviews, observation, study of documentation and FGD (focus group discussion). The validity test used data triangulation. The results of this study showed that 1) the context evaluation of the objective set by MGBK program was in the unfavorable category, while the analysis of the needs was in the sufficient category; 2) the input evaluation indicated that the human resources namely committee and speakers of MGBK was in the very good category, while the MGBK members was in the good category. Furthermore, sources of funding and supporting infrastructure of MGBK program implementation was in the good categoriy; 3) the process evaluation was in the sufficient category although not all the programmed activities can be implemented; 4) the product of the implementation of the MGBK program was in the sufficient category</em>.</p>
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Datta, Lois-ellin. "Evaluation Theory, Models, and Applications, by Daniel L. Stufflebeam and Anthony J. Shinkfield. San Francisco: Jossey-Bass, 2007. 768 pp. $70.00." American Journal of Evaluation 28, no. 4 (2007): 573–76. http://dx.doi.org/10.1177/1098214007308902.
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Kazemi Shishavan, Maryamalsadat, and Mahasti Alizadeh. "Evaluation of a research methods course for clinical residents." Research and Development in Medical Education 8, no. 2 (2019): 124–30. http://dx.doi.org/10.15171/rdme.2019.022.
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Background: Residency programs generally carry out various educational interventions to improve residents’ publication records. Since an intervention may not produce the same effect in different locations, evaluating the effectiveness of individual interventions is essential for examining progress in this field of study. Authorities at the Tabriz University of Medical Science (TUOMS) proposed a research training program targeting a rise in residents’ scholarly activity and publications; this study aimed to evaluate the program and share the findings and experiences. Methods: Questionnaires were sent to 182 residents and the heads of all clinical departments. Evaluators used Kirkpatrick’s four-level model and Stufflebeam’s Context, Input, Process and Product model for data gathering and analyzing. Focus group discussions (FGDs) and in-depth semi-structured interviews were done with faculty members, executive staff, and residents to complement the survey results. Data were summarized and categorized using quantitative and qualitative analysis. Results: The participation rate for residents and heads of departments were 76 (41.7%) and 14(70%), respectively. At the end of the course, residents assessed their knowledge and research skills as weak or medium in most of the subjects. A total of 182 (100 %) residents prepared thesis proposals. Only 82 (49.1%) residents completed their thesis, and 19 (11.3%) published papers.Generally, participants were not satisfied with the course. Barriers noted were: mandatory topics for theses, an intensive course with a one-month duration, a lack of consideration of practical subjects, high cost of the course, and failure to achieve an increase in publications. Conclusion: The Self-assessment results of increased knowledge and research skills did not indicate improvement. Mandatory participation in the course did not result in the expected publication increase.
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Alnet, Petronela Merryl, and Bambang Suteng Sulasmono. "The Evaluation of Regrouping Program in State Elementary Schools." Elementary: Jurnal Ilmiah Pendidikan Dasar 5, no. 2 (2019): 117. http://dx.doi.org/10.32332/elementary.v5i2.1535.
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This study included a qualitative evaluative research evaluation model CIPP (Context, Input, Process, Product) developed by Daniel L Stufflebeam. Data Collection techniques used interviews, Observation and documentation.the result showed In aspect context program, regrouping is needed by school in an effort to imrove the quality of education. In aspect of input program, the planning of regrouping human resources, funds, facilities and the mechanism for implementing the regrouping program is fulfilled and running well. In aspect process, regrouping program of school, not fully implemented according to the objectives of the program. especially in the management of abandoned school buildings, there is a waste of buildings, the school and the Education Office need to be wise and creative in terms of the utilization of the school buildings that are left behind, so that the objectives regrouping of school rcan be fully implemented properly. And aspect product, the implementation regrouping program of the school is fully implemented well, has improved the quality of education in schools, increased student achievement, increased number of students, the use of education funds is more efficient and infrastructure is more effective in terms of use.