•  
  •  
 

Jurnal Penelitian dan Evaluasi Pendidikan

Document Type

Article

Abstract

This study is aimed at finding out: (1) the level of effectiveness of the teaching implementation at a polytechnic education institution viewed from the interrelatedness of the components of context, input, process, and product, and (2) the constraints in the teaching implementation at the institution. This study used the Contex Input Process Product (CIPP) model from Stufflebeam. The data were collected using a questionnaire, interview guide, and related docu-ments. The subjects of the evaluation were the students, lecturers, and the top management staff of the departments at the polytechnic. The data were analyzed using a quantitative descriptive method. The effectiveness of the learning program is determined based on the results of the prototype verification in the Glickman quadrant. The results of the analysis show that the teaching program implementation at the polytechnic viewed from the inter-relatedness of context, input, process, and product is considered effective enough. The constraints in the implementation of teaching at the polytechnic are in teaching planning, implementation of semester teaching plans, curriculum, and infrastructure as well as facilities. Those constraints create other barriers to the achievement of learning outcomes, both academic and non-academic.

First Page

170

Last Page

183

Issue

2

Volume

23

Digital Object Identifier (DOI)

10.21831/pep.v23i2.23526

References

Akomolafe, C. O., & Adesua, V. O. (2016). The impact of physical facilities on students' level of motivation and academic performance in senior secondary schools in South West Nigeria. Journal of Education and Practice, 7(4), 38-42. Retrieved from https://iiste.org/Journals/index.php/JEP/article/view/28745

Amador, J., & Lamberg, T. (2013). Learning trajectories, lesson planning, affordances, and constraints in the design and enactment of mathematics teaching. Mathematical Thinking and Learning, 15(2), 146-170. https://doi.org/10.1080/10986065.2013.770719

Ariawan, I. P. W., Sanjaya, D. B., & Divayana, D. G. H. (2016). An evaluation of the implementation of practice teaching program for prospective teachers at Ganesha University of Education based on CIPP-forward chaining. International Journal of Advanced Research in Artificial Intelligence (IJARAI), 5(2), 1-5. https://doi.org/10.14569/IJARAI.2016.050201

Arikunto, S. (2009). Evaluasi program pendidikan. Jakarta: Bumi Aksara.

Arikunto, S. (2012). Dasar-dasar evaluasi pendidikan. Jakarta: Bumi Aksara.

Ayeni, A. J., & Adelabu, M. A. (2012). Improving learning infrastructure and environment for sustainable quality assurance practice in secondary schools in Ondo State, South-West, Nigeria. International Journal of Research Studies in Education, 1(1), 61-68. https://doi.org/10.5861/ijrse.2012.v1i1.20

Badmus, G. A. (2007). Changing nature of technical and vocational education and students' assessment methods. Retrieved from https://www.iaea.info/abstract_files/

Darma, I. K. (2018). Improving mathematical problem solving ability through problem-based learning and authentic assessment for the students of Bali State Polytechnic. Journal of Physics: Conference Series, 953, 012099. https://doi.org/10.1088/1742-6596/953/1/012099

Darma, I. K., Candiasa, I. M., Sadia, I. W., & Dantes, N. (2018). The effect of problem based learning model and authentic assessment on mathematical problem solving ability by using numeric ability as the covariable. Journal of Physics: Conference Series, 1040, 012035. https://doi.org/10.1088/1742-6596/1040/1/012035

Dwiyogo, W. D. (2018). Pembelajaran berbasis blended learning. Depok: PT Rajagrafindo Persada.

Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement (5th ed.). Englewood Cliffs, NJ: Prentice-Hall.

Ebel, R. L., & Frisbie, D. A. (1972). Essentials of educational measurement. Englewood Cliffs, NJ: Prentice-Hall.

Forouzandeh, E., Riazi, A. M., & Sadighi, F. (2008). TEFL program evaluation at master's level in Iran. Teaching English Language (Teaching English Language and Literature Society of Iran), 2(6), 71-100. Retrieved from https://www.sid.ir/en/journal/ViewPaper.aspx?ID=135337

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2001). Supervision and instructional leadership: A developmental approach (5th ed.). Needham Heights, MA: Allyn & Bacon.

Gregory, R. J. (2004). Psychological testing: History, principles, and applications. Boston, MA: Allyn & Bacon.

Gronlund, N. E., & Linn, R. L. (1990). Measurement and evaluation in teaching (6th ed.). New York, NY: Macmillan.

Gunung, I. N., & Darma, I. K. (2018). Evaluation of learning programs at Bali State Polytechnic (BSP). Proceedings of the International Conference on Science and Technology (ICST 2018), 1129-1134. https://doi.org/10.2991/icst-18.2018.228

Hamdan, Y. (2001). Pernyataan visi dan misi perguruan tinggi. Mimbar: Jurnal Sosial Dan Pembangunan, 17(1), 90-103. https://doi.org/10.29313/mimbar.v17i1.34

Hasan, A., Yasin, S. N. T. M., & Yunus, M. F. M. (2015). A conceptual framework for mechatronics curriculum using Stufflebeam CIPP evaluation model. Procedia - Social and Behavioral Sciences, 195, 844-849. https://doi.org/10.1016/j.sbspro.2015.06.324

IÅŸman, A. (2011). Instructional design in education: New model. Turkish Online Journal of Educational Technology - TOJET, 10(1), 136-142. Retrieved from http://www.tojet.net/articles/v10i1/10114.pdf

Jannah, S. N., & Sontani, U. T. (2018). Sarana dan prasarana pembelajaran sebagai faktor determinan terhadap motivasi belajar siswa. Jurnal Pendidikan Manajemen Perkantoran (JPManper), 3(1), 63-70. Retrieved from https://ejournal.upi.edu/index.php/jpmanper/issue/view/952

Kavgaoglu, D., & Alci, B. (2016). Application of context input process and product model in curriculum evaluation: Case study of a call centre. Educational Research and Reviews, 11(17), 1659-1669. https://doi.org/10.5897/ERR2016.2911

Komariah, A., & Triatna, C. (2005). Visionary leadership menuju sekolah efektif. Jakarta: PT Bumi Aksara.

Latief, A. (2014). Pengaruh lingkungan sekolah terhadap hasil belajar Pendidikan Kewarganegaraan pada peserta didik di SMK Negeri Paku Kecamatan Binuang Kabupaten Polewali Mandar. Pepatudzu: Media Pendidikan Dan Sosial Kemasyarakatan, 7(1), 13-26. https://doi.org/10.35329/fkip.v7i1.11

Majid, A. (2009). Perencanaan pembelajaran. Bandung: PT Remaja Rosdakarya.

Mardapi, D. (2012). Pengukuran, penilaian, dan evaluasi pendidikan. Yogyakarta: Nuha Medika.

Mardapi, D. (2014). Authentic assessment. The Paper Presented at HEPI Conference. Denpasar, Bali.

Menrisal, M. (2014). Kontribusi lingkungan belajar terhadap hasil belajar sistem operasi siswa kelas X Teknik Komputer dan Jaringan (TKJ) di Sekolah Menengah Kejuruan (SMK) Negeri 3 Pariaman semester ganjil tahun ajaran 2014/2015. Jurnal KomTekInfo Fakultas Ilmu Komputer, 1(2), 77"”83. Retrieved from http://lppm.upiyptk.ac.id/komtekinfo/index.php/KOMTEKINFO/article/download/10/10

Mukhadis, A. (2013). Evaluasi program pembelajaran bidang teknologi. Malang: Bayumedia.

Mulyasa, M. (2008). Menjadi guru profesional. Bandung: PT Remaja Rosdakarya.

Nasution, M. N. (2001). Manajemen mutu terpadu (Total quality management). Jakarta: Ghalia Indonesia.

Purwanto, M. N. (2004). Psikologi pendidikan. Bandung: PT Remaja Rosdakarya.

Regulation of the Minister of Education and Culture No. 49 of 2014 on the National Standard of Higher Education. , (2014).

Regulation of the Minister of Research, Technology, and Higher Education No. 44 of 2015 on the National Standard of Higher Education. , (2015).

Riptiani, K. M., Manuaba, I. B. S., & Putra, M. (2015). Studi evaluasi implementasi Kurikulum 2013 ditinjau dari CIPP pada sekolah dasar negeri di wilayah pedesaan Kabupaten Badung. Mimbar PGSD Undiksha, 3(1). https://doi.org/10.23887/jjpgsd.v3i1.5015

Sahertian, P. A. (2000). Konsep dasar dan teknik supervisi pendidikan dalam rangka pengembangan sumber daya manusia. Jakarta: Rineka Cipta.

Sani, R. A. (2016). Penilaian autentik. Jakarta: PT Bumi Aksara.

Stufflebeam, D. L. (2003). The CIPP model for evaluation. In T. Kellaghan & D. L. Stufflebeam (Eds.), International Handbook of Educational Evaluation (vol. 9, pp. 31-62). Dordrecht: Springer.

Stufflebeam, D. L., & Coryn, C. L. S. (2014). Evaluation, theory, models, and applications (2nd ed.). San Francisco, CA: John Wiley & Sons.

Stufflebeam, D. L., & Shinkfield, A. J. (2007). Evaluation theory, models, & applications. San Francisco, CA: Jossey-Bass.

Sudjana, N. (2002). Dasar-dasar proses belajar dan mengajar. Bandung: Sinar Baru Algesindo.

Sudjana, N. (2012). Penilain hasil proses belajar mengajar. Bandung: Remaja Rosda Karya.

Sugiyono. (2012). Metode penelitian pendidikan: Penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.

Sukardi, S. (2014). Evaluasi program pendidikan dan pelatihan. Jakarta: Bumi Aksara.

Supriadi, D. (2005). Mengangkat citra dan martabat guru. Yogyakarta: Adicita Karya Nusa.

Waluyati, I. (2012). Evaluasi program pembelajaran ilmu pengetahuan sosial SMP/MTs di Kota Bima. Jurnal Penelitian Dan Evaluasi Pendidikan, 16(1), 260-280. https://doi.org/10.21831/pep.v16i1.1117

Warju, W. (2016). Educational program evaluation using CIPP model. Innovation of Vocational Technology Education, 12(1), 36-42. https://doi.org/10.17509/invotec.v12i1.4502

Widoyoko, S. E. P., & Rinawati, A. (2012). Pengaruh kinerja guru terhadap motivasi belajar siswa. Cakrawala Pendidikan, 31(2), 278-289. https://doi.org/10.21831/cp.v5i2.1563

Yusuf, A. M. (2015). Asesmen dan evaluasi pendidikan: Pilar penyedia informasi dan kegiatan pengendalian mutu pendidikan. Jakarta: Prenada Media Group.

Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K. (2011). Using the context, input, process, and product evaluation model (CIPP) as a comprehensive framework to guide the planning, implementation, and assessment of service-learning programs. Journal of Higher Education Outreach and Engagement, 15(4), 57-83. Retrieved from https://openjournals.libs.uga.edu/jheoe/article/view/901

Download

Share

COinS