CIPP evaluation model for the coaching program of running athletes

Aldapit, Eki; Suharjana, Suharjana

doi:10.33292/petier.v1i2.10

Cited by 18 publications

(23 citation statements)

References 8 publications

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“…The activity of observing was in the form of watching a video. Thus, it can be concluded that the teacher followed the first step of the Scientific Approach that was in line with the statement of Nugraha dan Suherdi (2017) and Aldapit and Suharjana (2019).…”

Section: Processsupporting

confidence: 76%

CIPP Model for program evaluation at madrasah tsanawiyah

Ummah

Ariyanto

2019

JELP

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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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Section: Processsupporting

confidence: 76%

CIPP Model for program evaluation at madrasah tsanawiyah

Ummah

Ariyanto

2019

JELP

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“…CIPP merupakan singkatan dari Context, Input, Process and Product. Evaluasi CIPP dikenal dengan nama evaluasi formatif dengan tujuan untuk mengambil keputusan dan perbaikan program (Aldapit & Suharjana, 2019;Hanifah & Irambona, 2019;Mulyatiningsih, 2011;Suryati & Haryanto, 2016).…”

Section: Metodeunclassified

Evaluasi program praktik kerja lapangan sekolah menengah kejuruan

Khasanah

2019

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“…Penelitian ini bertujuan untuk mengevaluasi penyelenggaraan sekolah lima hari di SMA Negeri 1 Ngemplak dengan menggunakan model evaluasi CIPP (Aldapit & Suharjana, 2019;Fitriyani & Robiasih, 2019;Sulistyawati & Guntur, 2019). Hasil penelitian ini memberikan gambaran tentang keterlaksanaan pendidikan karakter, pengembangan diri dan pembelajaran ketika diterapkannya sekolah selama lima hari.…”

Section: Hasil Dan Pembahasanunclassified

Evaluasi penyelenggaraan lima hari sekolah

Subroto¹

2019

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AbstrakPenelitian ini bertujuan untukmengetahui sejauhmana keberhasilan penyelenggaraan lima hari sekolah di SMA Negeri 1 Ngemplak yang meliputi proses, kesiapan dan hambatan yang muncul.Penelitian ini termasuk jenis penelitian evaluatif deskriptif dengan menggunakan model CIPP (context, Input, Process, Product) dari Stuflebeam. Subyek penelitian adalah warga sekolah, terdiri dari 370 siswa, 27 guru dan 7TU. Metode pengambilan data dengan angket, wawancara, dokumentasi dan observasi. Data dianalisis dengan menggunakan teknik analisis deskriptif.Hasil penelitian menunjukkan: Penyelenggaraan lima hari sekolah di SMA Negeri 1 Ngemplak tergolong berhasil, dengan rata-rata perolehan skor sebesar 2,87. Ditinjau dari dimensi kontek, input dan proses termasuk berhasil dengan rata-rata perolehan skor masing-masing sebesar 3,01, 2,84, dan 2,95. Sedangkan pada dimensi produk termasuk dalam kategori cukup, dengan rata-rata skor yang diperoleh sebesar 2,68. Hambatan selama proses penyelenggaraan lima hari sekolah berupa jumlah kantin dan staf TU belum mencukupi, serta guru yang belum bisa membawakan pembelajaran dengan kreatif dan menarik, sehingga berdampak pada kondisi fisik dan psikis siswa berupa rasa bosan, letih dan mengantuk. AbstractThis study aims to determine the extent of the successful implementation of five school days in Ngemplak 1 Senior High School which includes the processes, readiness and obstacles that arise.This study belongs to the category of descriptive evaluative research using evaluation model of CIPP (context, Input, Process, Product).The study was conducted at Ngemplak 1 Senior High School which has 370 students, 27 teachers and 7 staffs. Data was taken using techniques: questionnaires, interviews, documentation and observation. The research data was then analyzed using descriptive analysis techniques.The results of this study showed that the holding of five school was successful, with an average score of 2.87. Judging from the dimensions of the context, inputs and processes including the successful category with an average score of 3.01, 2.84, and 2.95 respectively. While the dimensions of the product are included in the sufficient category, with an average score of 2.68. Obstacles during the process of organizing five school days in the form of the number of canteens and education personnel that are still insufficient, and teachers who have not been able to bring learning creatively and attractively, which have an impact on both students' psychic and physical such as boredom, fatigue and sleepiness.

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CIPP evaluation model for the coaching program of running athletes

Cited by 18 publications

References 8 publications

CIPP Model for program evaluation at madrasah tsanawiyah

CIPP Model for program evaluation at madrasah tsanawiyah

Evaluasi program praktik kerja lapangan sekolah menengah kejuruan

Evaluasi penyelenggaraan lima hari sekolah

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