How is sexuality education for adolescents evaluated? A systematic review based on the Context, Input, Process and Product (CIPP) model

Rocha, Ana Cristina; Silva, Márcia; Duarte, Cidália

doi:10.1080/14681811.2021.1908984

Cited by 11 publications

(7 citation statements)

References 37 publications

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“…Berdasarkan hasil tersebut dapat disimpulkan bahwa pembelajaran daring MKBI kuat atau tinggi. Evaluasi hasil akhir atau produk bertujuan untuk mengaitkan informasi hasil akhir tujuan, daya dukung, setting, daya dukung dan proses yang telah ditentukan sebelumnya (Lee et al, 2019;Rocha et al, 2022;Rosyidi et al, 2017). Hasil evaluasi produk dapat dilihat pada Gambar 4.…”

Section: Evaluasi Produkunclassified

Evaluasi Pembelajaran Daring Mata Kuliah Bahasa Indonesia Menggunakan Model Context, Input, Process, Product (CIPP) (Evaluation of Indonesian Language Course Online Learning Using the Context, Input, Process, Product (CIPP) Model)

Burhanudin

Fauziya

et al. 2022

Indonesian Language Education and Literature

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This study aims to describe the effectiveness of online learning in Indonesian Language Courses (MKBI). The evaluation uses the Context, Input, Process, Product (CIPP) model. This qualitative research design uses descriptive evaluative. Data collection instruments used closed questionnaires, structured interviews, and documentation. Data processing techniques refer to the Guttman scale. The results showed the average value of the context evaluation aspects (0.92), input evaluation (0.85), process evaluation (0.86), and product evaluation (0.90). So, it can be concluded that MKBI's online learning at IKIP Siliwangi is very appropriate and effective.

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Section: Evaluasi Produkunclassified

Evaluasi Pembelajaran Daring Mata Kuliah Bahasa Indonesia Menggunakan Model Context, Input, Process, Product (CIPP) (Evaluation of Indonesian Language Course Online Learning Using the Context, Input, Process, Product (CIPP) Model)

Burhanudin

Fauziya

et al. 2022

Indonesian Language Education and Literature

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“…Long distance from schools rated as third big reason for fewer enrollments. Distance of Instructional establishments from residence was an additional most important barrier to female enrollment (Abdulai et al, 2021;Rocha et al, 2022). It is associated with safety and protection of female students.…”

Section: Discussionmentioning

confidence: 99%

Sexual Harassment: A barrier to Girls Education

Khan

Ida

Aslam

et al. 2022

Indonesian J. Educ. Res. Rev.

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There are several instances where inequality is shown against women. Education is one sector where the enrollment of women is far less than the enrollment of men. While there are many factors behind it, the current research will look at one of the least researched phenomena of sexual harassment as the cause behind the lack of registration. The issue of sexual harassment is the least studied in Muslim countries. The purpose of this research is to investigate the impact of patriarchal social norms, long distance to school, the presence of female teachers, and sexual harassment as factors causing the enrollment of girls. This type of research is quantitative. The sample for this study was 200 respondents collected through a multistage sampling technique from eight rural locations. The methods used in collecting data are observation and questionnaires. The instrument used in collecting data is a questionnaire sheet. The technique used for data analysis is descriptive qualitative and quantitative analysis. The study results show that society plus culture, especially in rural areas, causes low literacy in girls. These social and cultural boundaries create obstacles for women in social action. As a result, most girls are confined to the confines of their homes. The majority of respondents said that traditional cultural values influenced girls' education. The community does not agree to send their daughters to school to work because of the unsafe environment.

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“…Evaluasi process diterapkan untuk menggambarkan dan memberi skor terhadap pelaksanaan suatu program dan memberikan feedback terkait proses program dilakukan seperti yang diharapkan. Pada evaluasi ini dilakukan juga pemeriksaan terhadap hasil yang tidak sesuai yang disebabkan oleh kegiatan strategi yang kurang atau ada faktor lain yang tidak memadai (Rocha et al, 2022;Stufflebeam & Coryn, 2014). Selain itu, evaluasi process juga berpusat pada hambatan-hambatan yang dapat mempengaruhi keberhasilan program (Esgaiar & Foster, 2019;Sopha & Nanni, 2019).…”

Section: Hasilunclassified

Evaluasi Kurikulum Program Sarjana Sistem Komputer Menggunakan Model CIPP Stufflebeam

Ekayana

Ratnaya

2022

j. penelit. dan pengemb. pendidik.

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Kurikulum yang telah diterapkan pada suatu periode tertentu perlu dilakukan evaluasi untuk memonitoring dan menganalisis ketercapaian suatu program apakah terlaksana sesuai tujuan atau perlu dilakukan perbaikan. Penelitian ini bertujuan mengevaluasi kurikulum program studi sistem komputer yang dikembangkan oleh sivitas akademika Institut Bisnis dan Teknologi Indonesia. Penelitian ini memakai metode kualitatif dengan mengimplementasikan evaluasi CIPP Stufflebeam. Pendekatan implementasi evaluasi CIPP menggunakan analisis komparatif dengan membandingkan indikator kurikulum dengan standar nasional. Pengumpulan data didapatkan melalui wawancara pihak terkait dan analisis dokumen. Subjek pada penelitian ini adalah bidang akademik, koordinator program studi dan dosen sistem komputer yang semuanya berjumlah 30 responden. Simpulan yang dapat dijabarkan bahwa evaluasi kurikulum program studi sistem komputer masuk pada kategori sangat efektif. Pencapaian ini dikarenakan program studi sudah melakukan monitoring secara berkala terkait indikator pencapaian dari suatu kurikulum. Evaluasi pada setiap indikator-indikator di dalam kurikulum sistem komputer sudah memiliki target yang di evaluasi setiap semester, sehingga standar-standar yang dicanangkan oleh pemerintah pusat sudah dilaksanakan sangat efektif. Implikasi dari penelitian ini bahwa hasil evaluasi ini memberikan gambaran secara komprehensif terkait kurikulum yang telah berjalan, sehingga dapat digunakan sebagai acuan pengembangan kurikulum selanjutnya.

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How is sexuality education for adolescents evaluated? A systematic review based on the Context, Input, Process and Product (CIPP) model

Cited by 11 publications

References 37 publications

Evaluasi Pembelajaran Daring Mata Kuliah Bahasa Indonesia Menggunakan Model Context, Input, Process, Product (CIPP) (Evaluation of Indonesian Language Course Online Learning Using the Context, Input, Process, Product (CIPP) Model)

Evaluasi Pembelajaran Daring Mata Kuliah Bahasa Indonesia Menggunakan Model Context, Input, Process, Product (CIPP) (Evaluation of Indonesian Language Course Online Learning Using the Context, Input, Process, Product (CIPP) Model)

Sexual Harassment: A barrier to Girls Education

Evaluasi Kurikulum Program Sarjana Sistem Komputer Menggunakan Model CIPP Stufflebeam

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