CIPP Evaluation Model (Context, Input, Process, Product) Program For Strengthening Character Education Through Thematic Learning In The Era Of The Covid-19 Pandemic

Paridah, Siti; Hidayat, Otib Satibi; Komalasari, Gantina

doi:10.36456/bp.vol18.no1.a5213

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…CIPP model is developed by Stufflebeam and Shinkfieed covering context, input, proses, and product (Divayana et al, 2017;Lawung, 2023). This model is suitable to be used in evaluation since it covers assessment planning, process of the assessment implementation, and final outcomes obtained from the implementation of the program (Kurnia et al, 2017;Paridah et al, 2022). There are four main concerns on this evaluation.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Character Education in Public High School Using the CIPP Model

Aryati,

Divayana,

Ratnaya

2023

JPP

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Character education becomes one of the contemporary concerns nowadays. This study aims to analyze the character education program at Public High School by using the CIPP model evaluation. Data in this study were collected through questionnaires, observation and documentation. The collected data was processed by univariate analysis with quantitative descriptive method. The results of the data analysis showed that the effectiveness of the character education program at Public High School from the four types of respondent groups all indicated the very effective category. The first group of educator respondents in the category is very effective in terms of the Context variable 88.20% of the Input variable of 81.27%, of the Process variable of 87.11% and of the Product variable of 81.65% simultaneously producing (+++ +). The second group of education staff respondents in the very effective category in terms of the Context variable is 85.66.% of the Input variable is 86.11%, the Process variable is 91.25% and the Product variable is 93.75% simultaneously producing (+ +++). The third group of student respondents in the very effective category in terms of the Context variable 91.78% of the Input variable of 86.63%, of the Process variable of 82.73% and of the Product variable of 86.66% simultaneously produce (++ ++). Furthermore, the fourth group of committee respondents in the very effective category in terms of the Context variable 82.08% of the Input variable of 83.71%, of the Process variable of 72% and of the Product variable of 89.15% simultaneously produces (++++).

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Section: Introductionmentioning

confidence: 99%

Evaluation of Character Education in Public High School Using the CIPP Model

Aryati,

Divayana,

Ratnaya

2023

JPP

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“…A learning process is inseparable with the term of evaluation in which it is a process related to the analysis and review about a certain application program in the teaching and learning process (Agus et al, 2023;Bili, 2021;Lelono, 2016;Nurindarwati et al, 2022;Paridah et al, 2022;Syahrir et al, 2021;Sudaryono, 2021;Turmuzi et al, 2022). Evaluation is a required procedure to examine the effectiveness of a certain education program implemented in the teaching and learning process in which it is conducted by assessing the teaching and learning performance (Ajjawi et al, 2020;Colthorpe et al, 2021;Paridah et al, 2022;Purnama & Dwikurnaningsih, 2021) Suarya et al, (2018 & (Anggaira & Sari, 2023) argue that evaluation is a systematic process to obtain the condition of a certain program by using a measurement instrument to compare the results before the conclusion drawing. It can be seen that evaluation reflecting how well the learning and teaching process is conducted in which the result is used to decide the continuous action.…”

Section: A Introductionmentioning

confidence: 99%

The Evaluation of Handicrafts and Entrepreneurship Learning Process at SMAN 1 Kerambitan

Asih,

Setemen,

Artanayasa

et al. 2023

JMKSP

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This study aimed at evaluating the implementation of Handicraft and Entrepreneurship course at SMAN 1 Kerambitan. Mix-Method approach was adapted in the form of CIPP evaluation model as the research design which made this study was different from other researches. There were 125 participants consisted of teachers, staffs, and students involved as a research sample. They were selected by using random sampling technique. The data were obtained through questionnaire, observation, and document analysis. The research instruments used were questionnaire and check-list. The data were analyzed quantitatively and qualitatively. The results showed that all the dimensions; context, input, process, and product of Handicraft and Entrepreneurship course at SMAN 1 Kerambitan were in an excellent level. The evaluation dimensions of the current study implicated that the implementation of handicrafts and entrepreneurship allowing teachers to innovate the learning process in improving students’ creativity to produce a unique handicraft product.

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“…The validity test aims to determine the reliability and validity of the measuring instruments used. In contrast, the reliability test is carried out to know how consistent the measurements are when measuring the same aspect ((Nazaruddin & Basuki, 2015). The validity test uses the Person product moment with a significance value of 0.05 (<0.05 = valid), while the reliability test uses an alpha cronbach > 0.07 (reliable).…”

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confidence: 99%

The Effect of the Talking Stick Cooperative Learning Model on Biology Learning Outcomes at SMA Negeri 1 Waingapu

Wanda¹,

Bano²,

Ina³

2023

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This study aims to determine the effect of the Talking Stick Cooperative Learning Model on Biology Learning Outcomes at SMA Negeri 1 Waingapu. This type of research is a quasi-experimental design using a nonequivalent control group design with a quantitative approach. Sampling using purposive sampling. The population in this study were students of class XI MIPA in the odd semester of the 2022/2023 academic year. The sample of this study was 37 students of class XI MIPA 1 as the control class and 37 students of XI MIPA 5 as the experimental class. The results of the descriptive analysis obtained showed that the average pre-test and post-test scores for the experimental class were 61.76 <76.89. Meanwhile, the average value - average pre-test and post-test control class 58.81 <69.81. Testing the hypothesis using a paired sample t-test produces an Asymp value. Sig (2-tailed) 0.000 means the value is less than 0.05 (<0.05). It can be concluded that the talking stick cooperative learning model affects learning outcomes

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CIPP Evaluation Model (Context, Input, Process, Product) Program For Strengthening Character Education Through Thematic Learning In The Era Of The Covid-19 Pandemic

Cited by 4 publications

References 2 publications

Evaluation of Character Education in Public High School Using the CIPP Model

Evaluation of Character Education in Public High School Using the CIPP Model

The Evaluation of Handicrafts and Entrepreneurship Learning Process at SMAN 1 Kerambitan

The Effect of the Talking Stick Cooperative Learning Model on Biology Learning Outcomes at SMA Negeri 1 Waingapu

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