Evaluation of Preschool Curriculum by Stufflebeam’s Context, Input, Process and Product (CIPP) Evaluation Model

Aslan, Mecit; Uygun, Nur

doi:10.15390/eb.2019.7717

Cited by 7 publications

(2 citation statements)

References 20 publications

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“…If we look at the outline of each aspect of the context, input, process and input, we can conclude that the implementation of training in making ICT-based learning media (production of learning videos) for teachers at LPMP West Sulawesi. The implementation of the CIPP curriculum improves the performance of employees and teachers in the world of education, especially being able to create superior products (Aziz et al, 201;Aslan & Uygun, 2019;Kurnia et al, 2019).…”

Section: Standartmentioning

confidence: 99%

Evaluation Effectiveness of Implementation Training on Making ICT-Based Learning Media for Teachers

2022

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This research aims to determine the effectiveness implementation of training in making ICT-based learning media for teachers. This evaluation research uses the CIPP evaluation model from Stuffelbeam with quantitative and qualitative approaches. The subjects of this study were participants, instructors and training providers, with the object of research being documentation of the implementation of ICT-based media creation training, the instructor's performance, and the work and impact reports of the training participants. Based on the results of the research evaluation of the effectiveness of the implementation of training in making ICT-based learning media for teachers at LPMP West Sulawesi, it can be results (1) Context Aspect is the suitability of the objectives of the implementation of the training program for making ICT-based learning media with the Vision and Mission of the LPMP West Sulawesi. The training service was considered very satisfactory at 93% and declared effective at 7%. (3) In the process aspect, the trainees assessed that the performance of the training instructor was very effective, 95% of the respondents gave an assessment of being very effective and the remaining 5% gave an effective assessment of the instructor's performance. (4) Product Aspect, the percentage of teachers who can fulfill the assignment requirements is 95% for video work or about 40 teachers from a total of 42 participants, while for impacting there are 39 teachers who submit impact reports or around 93%. The implementation of training on making ICT-based learning media for teachers at the West Sulawesi LPMP is running effectively.

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Section: Standartmentioning

confidence: 99%

Evaluation Effectiveness of Implementation Training on Making ICT-Based Learning Media for Teachers

2022

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“…Many previous studies have reported on the CIPP model evaluation instrument which is a tool for measuring the quality of a product. Among them are evaluating the Education program (Lippe, & Carter, 2018;Agustina, & Mukhtaruddin, 2019;Iqbal, et al, 2021;Bukit, et al, 2019), book program (Asadi et al, 2016), training program (Umam, & Saripah, 2018), kindergarten education curriculum (Shanawani, 2019;Basaran, et al, 2021;Aslan, & Uygun, 2019) to higher education (Ebtesam, & Foster, 2019;Tuna, & Başdal, 2021), evaluate students' abilities (Sanusi, et al, 2021) Several previous studies provide references for this study.…”

Section: Introductionmentioning

confidence: 99%

Development of Evaluation Instruments to Measure the Quality of Spatial Problem Based Learning (SPBL): CIPP Framework

Silviariza¹,

Sumarmi²,

Utaya³

et al. 2023

INT J INSTRUCTION

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Valid and reliable instruments are an important part of the process of evaluating and correcting the quality of a 'model of teaching'. Therefore, this study aims to develop an 'evaluation instrument' constructed from the CIPP model to measure the quality of the Spatial Problem Based Learning. This study uses research and development methods; 4D Models. Data collection through interviews and questionnaires. Product validity analysis was obtained from a questionnaire using V'Aikens. While the reliability analysis uses Inter Class Correlation (ICC). Interview data became supporting qualitative data. This research was then reviewed by an expert jury and four practitioners (geography teachers) as evaluators, and twenty-two high school students in geography class as users. Analysis of the validity and reliability of the questionnaire data was carried out with the help of SPSS. The product 'evaluation instrument' has a V'Aikens value of 0.63 from evaluators and 0.78 from users stating that the product 'evaluation instrument' is categorized as "medium". The ICC value of 0.781 means that the product 'evaluation instrument' is in the "good" category. In addition, the expert states and supports that the product 'evaluation instrument' can measure the quality of the 'model of teaching'. The results show that the product 'evaluation instrument' constructed by CIPP has a category that is not only valid but also reliable. The 'evaluation instrument' is then used to evaluate the quality of the spatial problem-based learning.

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Evaluation of Practice Courses in Preschool Education Based on CIPP Evaluation Model

Shi

2024

SHS Web Conf.

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Evaluation of Preschool Curriculum by Stufflebeam’s Context, Input, Process and Product (CIPP) Evaluation Model

Cited by 7 publications

References 20 publications

Evaluation Effectiveness of Implementation Training on Making ICT-Based Learning Media for Teachers

Evaluation Effectiveness of Implementation Training on Making ICT-Based Learning Media for Teachers

Development of Evaluation Instruments to Measure the Quality of Spatial Problem Based Learning (SPBL): CIPP Framework

Evaluation of Practice Courses in Preschool Education Based on CIPP Evaluation Model

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