scholarly journals Evaluasi Program Pembelajaran di PAUD Inklusi dengan Model Context, Input, Process, and Product (CIPP)

INKLUSI ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 179
Author(s):  
Subar Junanto ◽  
Nur Arini Asmaul Kusna
Keyword(s):  
Inclusive Education ◽  
Education Program ◽  
Evaluation Model ◽  
Individualized Education Program ◽  
Product Evaluation ◽  
Input Process ◽  
Learning Program ◽  
Individualized Education ◽  
Islamic School ◽  
Model Context

The Context, Input, Process, and Product (CIPP) evaluation model is commonly used to evaluate a program, including a learning program. This study aimed at assessing the implementation of the learning program in Inclusive Early Childhood Education (PAUD) using the CIPP model. This is a qualitative study at the Lazuardi Kamila GIS Surakarta Pre-kindergarten and Kindergarten. Data are collected through observation and interviews. The finding of the context evaluation showed that in the planning, the therapist and the teacher coordinated to determine the material. The input evaluation showed the availability of necessary facilities provided by the school. In the process evaluation showed that children with disabilities were educated in the same class and curriculum with other students and curriculum; only their assessment was made different as reflected in the IEP (Individualized Education Program). Product evaluation showed that Pra TK-TK Lazuardi Kamila GIS Surakarta has provided an inclusive education.[Evaluasi dengan model Context, Input, Process, and Product (CIPP) digunakan untuk menilai sebuah program, termasuk program pembelajaran. Penelitian ini bertujuan untuk mengevaluasi pembelajaran di sebuah Pendidikan Anak Usia Dini (PAUD) inklusif dengan menggunakan model evaluasi CIPP. Penelitian ini adalah penelitian deskriptif kualitatif dengan pendekatan studi kasus di Pra TK dan TK Lazuardi Kamila Global Islamic School Surakarta. Metode pengambilan data meliputi observasi dan wawancara terhadap guru pendamping Khusus (GPK), guru kelas, dan kepala sekolah. Hasil evaluasi context menunjukkan bahwa pada aspek perencanaan pembelajaran, terapis dan guru berkoordinasi untuk menentukan materi yang akan diberikan ke siswa. Evaluasi input menunjukkan  ketersediaan sarana prasarana yang didukung oleh alat-alat dari Pelangi. Evaluasi proses menunjukkan pembelajaran antara peserta didik reguler dengan anak difabel disamakan dan hanya ketika evaluasi untuk anak difabel sesuai dengan IEP (Individualized Education Program) yang telah ditentukan terapis dan guru sentra. Evaluasi produk menunjukkan bahwa layanan inkusi telah dilakukan oleh  lembaga ini.]

scholarly journals EVALUATION OF IMPLEMENTATION OF INCLUSION EDUCATION PROGRAMS IN MADRASAH IBTIDAIYAH BADRUSSALAM SURABAYA

Akademika ◽  
2020 ◽  
Vol 9 (01) ◽  
pp. 33-45
Author(s):  
Evi Sopandi ◽  
Khasanah Khasanah
Keyword(s):  
Qualitative Research ◽  
Human Resource ◽  
Inclusive Education ◽  
Education Program ◽  
Evaluation Model ◽  
Research Approach ◽  
Input Process ◽  
Education Programs ◽  
Inclusion Education ◽  
Model Context

This study aims to evaluate the inclusive education program at Madrasah Ibtidaiyah (MI) Badrussalam Surabaya. The education program aims to improve human resource competencies in increasing abilities. The evaluation model used in this study is the CIPP model (context, input, process, and product) of the qualitative research approach model introduced by Stufflebeam. The results showed that the education program at MI Badrussalam Surabaya had run well in accordance with the education program that had been prepared. However, in the implementation of inclusive education in MI Badrussalam, there are still some deficiencies both in the fields of funding, facilities and infrastructure as well as on the Welfare of mentors and special teachers (GP / K).

scholarly journals EVALUATION OF IMPLEMENTATION OF INCLUSION EDUCATION PROGRAMS IN MADRASAH IBTIDAIYAH BADRUSSALAM SURABAYA

2019 ◽  
Vol 5 (2) ◽  
pp. 26-36 ◽  
Author(s):  
Evi Sopandi
Keyword(s):  
Qualitative Research ◽  
Human Resource ◽  
Inclusive Education ◽  
Education Program ◽  
Evaluation Model ◽  
Research Approach ◽  
Input Process ◽  
Education Programs ◽  
Inclusion Education ◽  
Model Context

This study aims to evaluate the inclusive education program at Madrasah Ibtidaiyah (MI) Badrussalam Surabaya. The education program aims to improve human resource competencies in increasing abilities. The evaluation model used in this study is the CIPP model (context, input, process, and product) of the qualitative research approach model introduced by Stufflebeam. The results showed that the education program at MI Badrussalam Surabaya had run well in accordance with the education program that had been prepared. However, in the implementation of inclusive education in MI Badrussalam, there are still some deficiencies both in the fields of funding, facilities and infrastructure as well as on the Welfare of mentors and special teachers (GP / K).

scholarly journals EVALUATION OF IMPLEMENTATION OF INCLUSION EDUCATION PROGRAMS IN MADRASAH IBTIDAIYAH BADRUSSALAM SURABAYA

2019 ◽  
Vol 5 (2) ◽  
pp. 26-36
Author(s):  
Evi Sopandi
Keyword(s):  
Qualitative Research ◽  
Human Resource ◽  
Inclusive Education ◽  
Education Program ◽  
Evaluation Model ◽  
Research Approach ◽  
Input Process ◽  
Education Programs ◽  
Inclusion Education ◽  
Model Context

This study aims to evaluate the inclusive education program at Madrasah Ibtidaiyah (MI) Badrussalam Surabaya. The education program aims to improve human resource competencies in increasing abilities. The evaluation model used in this study is the CIPP model (context, input, process, and product) of the qualitative research approach model introduced by Stufflebeam. The results showed that the education program at MI Badrussalam Surabaya had run well in accordance with the education program that had been prepared. However, in the implementation of inclusive education in MI Badrussalam, there are still some deficiencies both in the fields of funding, facilities and infrastructure as well as on the Welfare of mentors and special teachers (GP / K).

scholarly journals Pedati Model Online Learning in University

2021 ◽  
Vol 5 (4) ◽  
pp. 663
Author(s):  
I Gede Astawan ◽  
I Wayan Widiana ◽  
Muh Arafik
Keyword(s):  
Online Learning ◽  
Evaluation Model ◽  
Product Evaluation ◽  
Learning Activities ◽  
Research Model ◽  
Research Subjects ◽  
Input Process ◽  
The World ◽  
Learning Programs ◽  
Model Context

Since the COVID-19 pandemic hit the world, various changes have occurred in the world of education. Teachers are required to be able to develop online learning so that learning activities can run smoothly. The purpose of this study was to analyze the effectiveness of online learning in universities. The research subjects were lecturers totalling 22 people. The research object includes the effectiveness of online learning programs in terms of context, input, process, and product. The approach used in this study is evaluative. The research model design used is the CIPP evaluation model (Context, Input, Process and Product Evaluation Model). The data were analyzed descriptively by calculating the percentage. Next, the data were analyzed by the T-Score formula. The level of effectiveness of online learning was analyzed through the quadrant of the "Glickman" model. The results of data analysis showed that online learning in PGSD, in terms of context, descriptively classified as very good, with an effectiveness percentage of 18.18%. Online learning at PGSD Undiksha in terms of input, descriptively is very good, with an effectiveness percentage of 0%. In terms of process, online learning at PGSD Undiksha is descriptively classified as very good, with an effectiveness percentage of -9.09%. In terms of products, online learning at PGSD Undiksha descriptively is classified as very good, with an effectiveness percentage of 18.18%. It can be concluded that the online learning that has been held is excellent and effective.

scholarly journals EVALUATION OF EDUCATION PROGRAM IMPLEMENTATION SCIENCE-BASED MADRASAH ALIYAH

Akademika ◽  
2021 ◽  
Vol 10 (01) ◽  
pp. 249-260
Author(s):  
Evi Sopandi ◽  
Achmad Siswanto
Keyword(s):  
Human Resources ◽  
Program Implementation ◽  
Education Program ◽  
Educational Program ◽  
Evaluation Model ◽  
Research Approach ◽  
Input Process ◽  
Teacher Incentives ◽  
Central Java ◽  
Model Context

Abstract:This research aims to evaluate the SAIN-based Madrasah Aliyah (MA) education program in Brebes, Central Java. The education program aims to improve the competence of human resources in improving ability. The evaluation model used in this study is the CIPP model (context, input, process, and product) of the qualitative research approach model introduced by Stufflebeam. The results showed that madrasah sains education program has been running well in accordance with the educational program that has been compiled. However, in the implementation of Madrasah SAIN education, there are still some shortcomings both in the field of funding (low teacher incentives), facilities and infrastructure (there are no adequate laboratories) and about the development of low human resources competencies of teachers.    

scholarly journals EVALUASI PELAKSANAAN PROGRAM PENGEMBANGAN KAWASAN MINAPOLITAN DENGAN MODEL CIPP (CONTEX, INPUT, PROCESS, PRODUCT) DI KOTA BITUNG

2017 ◽  
Vol 13 (3A) ◽  
pp. 95
Author(s):  
Silke . Pantouw ◽  
Charles R. Ngangi ◽  
Tommy F. Lolowang
Keyword(s):  
Evaluation Model ◽  
Development Program ◽  
Secondary Data ◽  
Product Evaluation ◽  
The Philippines ◽  
Input Process ◽  
Institutional Aspect ◽  
Implementation Context ◽  
Model Context ◽  
Process Product

This study aims to evaluate the Implementation of Minapolitan Area Development Program with CIPP Model (Context, Input, Process, Product in Bitung City) This research was conducted from May until July 2016 in Bitung City The data collection method used is primary and secondary data. The analytical method used in this research is descriptive qualitative analysis which is used to clearly describe the condition of development of Minapolitan area in Bitung City Evaluation model used is CIPP Evaluation Model (Context, Input, Process, Product, Result) The result of the research is Context Evaluation (1) Based on the evaluation of the implementation context of the development program of Minapolitan area in Bitung City is very suitable if the City of Bitung stipulated by the decree of the minister of marine and fishery Number KEP.32 / MEN / 2010 because Bitung City meets the requirements of a region determined as gai area minapolitan one of which is a strategic location and natural resources available. (2) Based on input evaluais seen from several aspects, among others: (a) infrastructure aspect, (b) institutional aspect and regulation, (c) funding aspect, (3) Based on process evaluation, where the blue ocean port becomes the motto of the mover and the harbor continues to be developed to match the fishing port in the Philippines. (4) Based on product evaluation, the implementation of minapolitan program in Bitung City increases the volume and value of capture fisheries production in Bitung City.

scholarly journals EVALUATION OF IMPLEMENTATION PROGRAM OF SCHOOL EDUCATION BASELINE TECHNIQUES TNI AIR FORCE

2020 ◽  
Vol 8 (9) ◽  
pp. 1338-1344 ◽  
Author(s):  
Khaerudin a ◽  
◽  
Mukhneri Mukhtar ◽  
R. Madhakomala ◽  
◽  
...  
Keyword(s):  
Air Force ◽  
Education Program ◽  
Evaluation Model ◽  
Secondary Data ◽  
Product Evaluation ◽  
School Education ◽  
Input Process ◽  
Implementation Program ◽  
Overall Evaluation ◽  
Category Score

Through education programs can produce professional Air Force personnel. One of the educational programs is the basic technical vocational school education program and since the education program was implemented in the education system. it has never been evaluated. The purpose of this study is to evaluate the Education Program evaluation. This research method is descriptive qualitative, using CIPP evaluation model which consist of the component of Context, Input, Process, and Product. The data collected were primary and secondary data obtained through interviews, observation and document studies. Data validation is done by triangulation. Furthermore, the data were analyzed to obtain the results of the study. The results of this study indicate that: 1) Context evaluation, obtained an excellent category score (89%) 2) Input evaluation, obtaining excellent category score (80%) 3) Process evaluation, obtaining good category score (65%) and 4) Product Evaluation, obtaining excellent category score (85%). The overall evaluation showing the results of very an effective (79,6% aspect is considered very good), it means an effective education program to achieve the goal of increasing the competence of personel of aircraft maintenance engineering techniques that will be implemented in the work environment. Thus, feasible to be continued and developed.

scholarly journals Individualized Education Program (IEP) Mata Pelajaran Kimia untuk Siswa Slow Learner

INKLUSI ◽  
2017 ◽  
Vol 4 (1) ◽  
pp. 93
Author(s):  
Rovik Rovik
Keyword(s):  
Inclusive Education ◽  
Education Program ◽  
Individualized Education Program ◽  
Drop Out ◽  
Slow Learner ◽  
Individualized Education ◽  
Students With Special Needs ◽  
Slow Learners ◽  
Inclusive Schools ◽  
Peer Reviewers

The implementation of inclusive education is one of the government's efforts to providing quality education for all levels of society. However, to date, inclusive education is not working correctly, students with special needs must adapt to learning tailored to their abilities, interests and talents (integration education). As a result, they can not achieve learning objectives, and the worst thing is they will stay class or drop out. A slow learner is one type of disability who received less attention because of its vagueness, so their existence is difficult to identify. IEP (Individualized Education Program) for slow learners can help them achieve progress. Index of inclusion in this research was used to determine the extent of successes of inclusive schools in implementing inclusive education, while the assessment was done to determine the capabilities and needs of the learners.[Siswa slow learner menempati populasi tertinggi untuk siswa berkebutuhan khusus. Sebagai salah satu jenis learning disability, slow learner masih dapat belajar dengan teman sebayanya asalkan guru mempersiapkan program pembelajaran khusus yang telah dimodifikasi dari pembelajaran reguler. Program ini disebut Individualized Education Program (IEP). Penelitian ini mencoba mengembangkan IEP mata pelajaran kimia untuk slow learner, mengidentifikasi komponen yang dibutuhkan dalam menyusun IEP untuk slow learner, dan menganalisis judgement reviewers (guru kimia dan guru pendamping khusus) dan peer reviewers terhadap IEP yang dikembangkan. Hasil penelitian menunjukkan slow learner membutuhkan IEP sebagai dokumen utama panduan guru dalam pembelajaran kimia di kelas. Komponen pengembangan IEP meliputi identitas peserta didik, tim pengembangan dan pelaksana, asesmen yang pernah dilakukan, hambatan dan kekuatan, kebutuhan dan perlakuan, faktor pendukung dan penghambat, rencana perlakuan, dan modifikasi terhadap perangkat pembelajaran kimia reguler]

scholarly journals Model Evaluasi CIPP dalam Mengevaluasi Program Tahfiz Selama Daring di SMP Islam Al-Ishlah Bukittinggi

2021 ◽  
Vol 7 (3) ◽  
pp. 73
Author(s):  
Ris Doyok
Keyword(s):  
High School ◽  
Online Learning ◽  
Junior High School ◽  
Learning Process ◽  
Research Method ◽  
Evaluation Model ◽  
Product Evaluation ◽  
Qualitative Approach ◽  
Input Process ◽  
Model Context

Program tahfihz di SMP Islam Al-Ishlah Bukittinggi selama daring (online) mengalami perubahan yang sangat signifikan, mulai dari kesiapan lembaga, guru, siswa, fasilitas, terutama pada saat pelaksanaan proses pembelajaran daring (online) berbagai kendala dihadapi. Tujuan penelitian ini untuk mengetahui implementasi program tahfiz selama proses pembelajaran daring (online). Metode penelitian menggunakan pendekatan kualitatif dengan model evaluasi CIPP (context, input, process, dan product). Hasil dari penelitian ini menunjukkan bahwa evaluasi konteks sudah baik, evaluasi masukan bisa dikatakan baik, evaluasi proses mengalami hambatan yang cukup mengkhawatirkan proses kelangsungan program tahfiz diakibatkan pandemi Covid-19 ini sehingga sangat berdampak pada proses pembelajaran tahfiz, dan evaluasi produk menunjukkan tingkat keberhasilan jauh dari apa yang telah direncanakan. Maka bisa dikatakan bahwa keberhasilan program tahfiz di masa pandemi Covid-19 mengalami kemunduran atau target yang diharapkan tidak tercapai. The tahfihz program at Al-Ishlah Islamic Junior High School Bukittinggi while online underwent very significant changes starting from the readiness of institutions, teachers, students, facilities, especially during the implementation of the online learning process, various obstacles were encountered. The aim is to find out how the tahfiz program is implemented during the online learning process. This research method uses a qualitative approach with the CIPP evaluation model (context, input, process, and product). The results of this study indicate that the context evaluation is good, the evaluation of the input can be said to be good, the evaluation of the process experienced obstacles that were quite worrying for the continuity of the tahfiz program due to the Covid-19 pandemic so that it greatly affected the tahfiz learning process, and the product evaluation showed a success rate far from what had been planned. So, it can be said that the success of the tahfiz program during the Covid-19 pandemic experienced a setback or the expected target was not achieved.

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