Evaluation of Child-Friendly Schools Program in Islamic Schools using the CIPP Model

Abstract

This study aims to evaluate the extent of the implementation of the Child Friendly School program at MTsN 6 Jombang. This evaluation research uses the CIPP evaluation model. This research is an evaluative research with a qualitative approach with a type of case study. The data collection technique is done by interview, observation, and documentation methods. While the data analysis stage was carried out in three stages, namely reduction, presentation, and verification. The results showed that: (1) In the context evaluation, it can be said that the program is in accordance with the needs of the community and there is also a legal basis for the implementation of the program; (2) In the evaluation, the input aspect can be said to be very good, because the implementation of the program is handled very well, namely by the formation of a Child Friendly School Team and also the existence of facilities that support the program; (3) Evaluation of the process aspects related to the program shows that the program is carried out very well, including that almost all existing learning processes must include child-friendly elements in the curriculum. Apart from that cooperation is also carried out to all stakeholders; and (4) Regarding the evaluation of the results, it can be seen from the awards that the school has received, both in the academic and non-academic fields, including those related to the Child Friendly School program, which is winning the highest award or the best national level predicate as a Child Friendly School. The results of this evaluation research are expected to contribute to Islamic education institutions as best practice in implementing the Child Friendly School program.

Evaluasi Program Intensif Bahasa Arab pada Kelas Akselerasi di Pondok Pesantren

“…Untuk itu peneliti akan menggunakan model CIPP sebagai standar acuan pada proses pembelajaran yang sedang berlangsung, CIPP sering dilakukan di berbagai elemen proses pembelajaran, bisa di kelas, di sekolah ataupun di institusi secara umum. Di Kelas, Peneliti dapat menggunakan model ini untuk mengukur keefektifan dalam model dalam proses pembelajaran (Bhakti, 2017) program integrasi (Agustina & Mukhtaruddin, 2019), penggunaan media (Tsayang et al, 2020), Selain itu CIPP dapat mengukur tingkat motivasi santri dalam belajar (Görkem Erdogan & Mede, 2021), mengukur proses persiapan kelas (Gögebakan Yildiz et al, 2023), mengukur opini di akhir pembelajaran (Ekiz, 2022), mengukur kualitas pembelajaran (Aziz et al, 2018) penanaman pendidikan karakter (Saihu & Taufik, 2019), Program Pendidikan Pemakai (Wijayanti et al, 2019), kebijakan Sekolah ramah anak (Jumari & Suwandi, 2020) kebijakan sekolah kejuruan (Ratnaya et al, 2022), dan evaluasi mutu di sekolah (Sukarno & Sumarwati, 2020). CIPP adalah salah satu kerangka evaluasi yang diciptakan oleh Sufflebeam, yang mana kerangka ini tidak hanya mengevaluasi hasil (product) saja tapi juga diawali dengan proses evaluasi terhadap context, input dan process.…”

Strategi Peningkatan Kualitas Pendidikan Pesantren Melalui Pengembangan Program Pesantren Ramah Anak

“…Program pesantren ramah anak tidak hanya berhenti setelah program selesai, tetapi program tersebut harus terus berkelanjutan dan mampu melahirkan pesantren ramah anak baru di berbagai jenjang satuan pendidikan (Jumari & Suwandi, 2021). Nilai-nilai yang terkandung dalam program pendidikan dan pembelajaran yang terkandung dalam satuan pendidikan setempat, sehingga dapat menjadikan satuan pendidikan benar-benar rumah bagi anak-anak untuk mengembangkan segala kemampuannya untuk kemajuan hidup dengan membangun sikap dan perilaku secara emosional dan spiritual yang bagus.…”

Construction of Evaluation Index for Chinese Engineering Undergraduates Based on CIPP Model

“…Context and Input evaluation are formative and proactive in nature, while Process and Product evaluation are summative and retrospective, allowing decision-makers to obtain a wide range of information needed to guide activities better. The CIPP model has been widely used in the field of education recently, particularly for evaluating school policies, school programs, and curriculum implementation, providing a theoretical basis to evaluate the quality of higher education (Basaran et al, 2021; Hurmaini, 2015; Jumari & Suwandi, 2020; Markus & Philipp, 2018; Powell & Conrad, 2015). First-level indicators in this study are constructed with the four elements of the CIPP model.…”