Evaluasi Program Pelatihan Permaculture Design Course di Kebun Hanif

The aim of this study is to evaluate the teaching practice course according to the views of the teaching staff, practice teachers and physical education teacher candidates who took the teaching practice course. As the program evaluation model, Stufflebeam's Context, Input, Process and Product Evaluation Model (CIPP) was used. Mixed research method, in which quantitative and qualitative research methods are used together, was used in the research. The quantitative data collection group of the research consists of physical education teacher candidates (n:63) who took the Teaching Practice course at Hatay Mustafa Kemal University Physical Education and Sports School in the 2021-2022 academic year. The qualitative data consisted of 7 instructors and 7 practice teachers who provided consultancy to the pre-service teachers participating in the study. The data collection tools of the research are the Teaching Practice Evaluation Questionnaire and Semi-Structured Interview Form developed by Aslan and Sağlam (2017). In the study, data were collected in two stages: In the first stage, quantitative data were collected and in the second stage, semi-structured interviews were conducted to explain the quantitative data in more detail. The SPSS package program was used in the analysis of the quantitative data obtained in the study, and the mean and standard deviation values for each item were included. In the analysis of qualitative data, descriptive analysis technique was used. As a result of the study, while there were some failing points in the context, input and process dimensions, the findings obtained in the product dimension indicated that the physical education teacher candidates considered the teaching practice to be effective at a sufficient level. When the data obtained from the interviews were examined, it was observed that all three stakeholders of the course made the same or similar statements on some issues, and while it was observed that their views were compatible with each other, the statements of the stakeholders were different from each other in some items. Depending on the results, suggestions can be made such as providing the necessary conditions in the practice schools, providing the necessary materials to the teacher candidates in order for the teaching practice to be efficient, and regularly giving the two-hour seminar courses given at the school by the practice instructors.

Background:Weakness of curriculum development in nursing education results in lack of professional skills in graduates. This study was done on master's students in nursing to evaluate challenges of neonatal intensive care nursing curriculum based on context, input, process, and product (CIPP) evaluation model.Materials and Methods:This study was conducted with qualitative approach, which was completed according to the CIPP evaluation model. The study was conducted from May 2014 to April 2015. The research community included neonatal intensive care nursing master's students, the graduates, faculty members, neonatologists, nurses working in neonatal intensive care unit (NICU), and mothers of infants who were hospitalized in such wards. Purposeful sampling was applied.Results:The data analysis showed that there were two main categories: “inappropriate infrastructure” and “unknown duties,” which influenced the context formation of NICU master's curriculum. The input was formed by five categories, including “biomedical approach,” “incomprehensive curriculum,” “lack of professional NICU nursing mentors,” “inappropriate admission process of NICU students,” and “lack of NICU skill labs.” Three categories were extracted in the process, including “more emphasize on theoretical education,” “the overlap of credits with each other and the inconsistency among the mentors,” and “ineffective assessment.” Finally, five categories were extracted in the product, including “preferring routine work instead of professional job,” “tendency to leave the job,” “clinical incompetency of graduates,” “the conflict between graduates and nursing staff expectations,” and “dissatisfaction of graduates.”Conclusions:Some changes are needed in NICU master's curriculum by considering the nursing experts' comments and evaluating the consequences of such program by them.

Evaluation of English teaching is carried out to determine the achievement of program objectives and provide recommendations for program improvement. This study aims to evaluate the implementation of English Language Teaching to identify its effectiveness in achieving the objectives of the Public Health Study Program curriculum. In this study, the CIPP (Context, Input, Process, and Product) evaluation model was applied. This research was conducted at the Public Health Study Program, Faculty of Sport and Public Health, Mandalika University of Education. The population in this study was the first semester students of Public Health study program in the amount of 133 students. In determining the number of samples, there were 46 students chosen as samples by using simple random sampling technique, and 1 English lecturer and the Head of Public Health study program as the participants in this study. This study was an evaluative study utilizing a mixed-method research design. The data gained from the questionnaire were analysed by using descriptive quantitative whereas, the data obtained from interview and class observation were analysed qualitatively. Based on the findings of the study, it was found that for context dimension got a Percentage of Effectiveness of 78.52; input dimension got a Percentage of Effectiveness of 59.47; process dimension got a Percentage of Effectiveness of 76.74, and product dimension got a Percentage of Effectiveness of 51.86. Based on the result of the study, it was concluded that the implementation of teaching English in Public Health study program has not been effective. It is recommended that language skills and language components are integrated since those elements can support communication ability stated in the curriculum of Public Health study program.

The purpose of this study was to utilize the Context, Input, Process and Product (CIPP) evaluation model as a comprehensive framework to guide initiating, planning, implementing and evaluating a revised undergraduate medical education programme. The eight-year longitudinal evaluation study consisted of four phases compatible with the four components of the CIPP model. In the first phase, we explored the strengths and weaknesses of the traditional programme as well as contextual needs, assets, and resources. For the second phase, we proposed a model for the programme considering contextual features. During the process phase, we provided formative information for revisions and adjustments. Finally, in the fourth phase, we evaluated the outcomes of the new undergraduate medical education programme in the basic sciences phase. Information was collected from different sources such as medical students, faculty members, administrators, and graduates, using various qualitative and quantitative methods including focus groups, questionnaires, and performance measures. The CIPP model has the potential to guide policy makers to systematically collect evaluation data and to manage stakeholders’ reactions at each stage of the reform in order to make informed decisions. However, the model may result in evaluation burden and fail to address some unplanned evaluation questions.

Evaluation provides effective feedback for development plans and programs. In this respect, it is of utmost importance to ensure that the outputs of agricultural extension and education projects are compatible with the ones expected. Therefore, the main purpose of this study was to evaluate agricultural extension model sites approach from actors’ perspectives and to analyze their gaps via the context, input, process, and product (CIPP) evaluation model. The study was quantitative, applied, survey-based, and causal-comparative in terms of nature, purpose, methodology, and type of research, respectively. The samples included 150 main and follower farmers from a total number of 40 model sites and 37 subject-matter experts selected using the random and purposive sampling methods, respectively. The data collection instrument was a researcher-made questionnaire, whose reliability was confirmed through computing Cronbach’s alpha coefficient (0.75 ≤ α ≤ 0.90) and its validity was established by a panel of experts. The data were further analyzed using the SPSS 24 and comparative statistical tests. The comparison results demonstrated that the mean values of the experts’ views towards all items at different evaluation stages (i.e., context, input, process, product, output, and re-engineering) were higher compared with those of the farmers. Moreover, the farmers’ perspectives at the context and the input evaluation stages were not the same as those of the experts, and their satisfaction with the project had boosted as they had approached the output evaluation stage. The results of the gap analysis similarly indicated that the largest negative gap between the views of the experts and the farmers was associated with the input evaluation stage and the smallest gap was related to the site re-engineering. Accordingly, much more attention should be paid to building and maintaining the trust of farmers during the early stages of planning for and implementation of agricultural extension model sites.

Graduates who are superior, competitive, and ready to work are the goals of vocational education. The purpose of this research is to determine the impact of Teaching Factory (TEFA) implementation with the Context, Input, Process, and Product (CIPP) evaluation model and student work readiness on the Occupational Future Time Perspective (OFTP). Indeed, nowadays, professional/vocational graduates must be ready to enter the industrial world after graduation. This research involved 456 respondents of Vocational High School (VHS) students in South Sulawesi, Indonesia, who were determined using a proportional random sampling technique. This type of research is descriptive quantitative with data analysis using SEM AMOS. The results showed that there was a significant influence between the implementation of TEFA and the level of work readiness up to 57%, while the actual contribution of teaching and work readiness factors to future employment time was 80.7%. Overall, the results show that the implementation of TEFA has successfully helped students become more independent and ready to face the competitive world of work. Although 19.3 factors still influence work readiness and prospects, the research results do not change much. Therefore, the application of a teaching factory in the learning process is highly recommended for teachers and students in vocational schools. The implementation can be adjusted to the learning conditions and resources available in VHS. This research contributes as a source of reference in future studies related to improving practical learning and developing students' entrepreneurial skills.

Development of a blended teaching quality evaluation scale (BTQES) for undergraduate nursing based on the Context, Input, Process and Product (CIPP) evaluation model: A cross-sectional survey

Evaluation of education program implementation at Pusat Kegiatan Belajar Masyarakat (PKBM), Jambi City.

This study aims to evaluate the implementation of entrepreneurship project based learning in shaping students' entrepreneurial character using the Context, Input, Process, and Product (CIPP) evaluation model at SMA Negeri 3 Semarang. The research employs an evaluation design with a qualitative approach. The primary focus is directed toward assessing the entrepreneurship project learning program implemented at the school. Data were collected through interviews, document analysis, and observation. To ensure data validity, the study applied extended observation, triangulation of sources, methods, and time. Data were analyzed using the processes of data condensation, data display, and drawing conclusions. The findings of the study are categorized into contextual aspects, which include: (1) learning objectives identified as being in very good condition; (2) learning needs categorized as good; and (3) the learning environment assessed to be in very good condition. In terms of input aspects, the evaluation results indicate: (1) the teacher’s role in guiding and facilitating students is in good condition; (2) the teacher’s role in fostering students’ entrepreneurial character is also in good condition; (3) student participation in learning is found to be in poor condition; (4) students' project-related skills are in very good condition; (5) the availability of learning spaces is considered good; and (6) the condition of learning tools is assessed is not good. The process aspect, which pertains to the implementation of entrepreneurship project learning, is generally in good condition. In the product aspect, the evaluation reveals: (1) student learning outcomes are categorized as good; and (2) the entrepreneurial character traits developed through the program include creativity, responsibility, self-confidence, and innovation

This study was motivated by the importance of the availability and quality of infrastructure as a major supporting factor for the comfort and smooth running of the lecture process at the postgraduate level. The purpose of this study was to evaluate educational facilities and infrastructure based on the perceptions of postgraduate students in the Islamic Education Study Program (PAI) using the Context, Input, Process, and Product (CIPP) evaluation model. This research is an evaluative study with a qualitative approach, involving PAI graduate students as research subjects. Data collection was conducted through questionnaires, in-depth interviews, and field observations, then analyzed using the Question Discourse technique to obtain a comprehensive understanding of the students' experiences and assessments. The results show that students view facilities and infrastructure as important to very important in supporting the lecture process. In general, the facilities are considered adequate, but there are still limitations in the air conditioning system and internet network stability, which affect the comfort and effectiveness of learning. The implications of this study emphasize the need for continuous improvement in the quality, maintenance, and management of facilities and infrastructure to support the quality of PAI postgraduate education.

This study was conducted in Temeke District, Dar es Salaam, Tanzania, to examine the role of school quality assurance feedback in improving the teaching process in public secondary schools. The research was driven by concerns regarding the effectiveness of school quality assurance visits conducted by School Quality Assurance Officers (SQAOs), as student learning outcomes in the district continue to underperform despite ongoing assessments. Guided by Scientific Management Theory and the Context, Input, Process, and Product (CIPP) Evaluation Model, the study employed a qualitative case study design. A purposive sample of twenty-seven (27) participants was selected, with data collected through in-depth, face-to-face interviews and documentary analysis. Thematic analysis was used to organize, interpret, and present the data through direct quotations and narrative descriptions. The findings revealed that school quality assurance assessment is a crucial component of the education system, with feedback reports playing a significant role in enhancing teaching practices. However, the study identified key operational challenges. These included an insufficient number of officers per school visit, inadequate time spent during visits, and delays in the preparation and dissemination of feedback reports due to heavy workloads. While schools generally implement feedback recommendations, district-level responses remain limited. The study recommends increasing the number of officers and extending the duration of school visits, promoting the adoption of School Self-Evaluation (SSE) systems, and enhancing staffing and operational efficiency within the School Quality Assurance Directorate. These measures are essential for strengthening the quality assurance framework and improving educational outcomes in Temeke District’s public secondary schools.

This study evaluates the implementation of e-government in Central Lombok Regency by examining the gap between planned objectives and actual outcomes, using the Context, Input, Process, and Product (CIPP) evaluation model introduced by Stufflebeam. While e-government is often framed as a national-level policy, this study focuses on a concrete, time-bound local initiative the 2017–2022 E-Government Development Master Plan of Central Lombok which functions as a structured implementation program suitable for programmatic evaluation. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis involving key stakeholders, particularly the Central Lombok Communication and Information Office (Diskominfo). The context evaluation revealed a mismatch between the region digital goals and its limited institutional readiness, particularly in terms of infrastructure and public digital literacy. The input evaluation showed that while planning documents and budgets were prepared, gaps remained in human resources and training capacity, with only 18.75% of officials and 30.75% of staff familiar with basic ICT. The process evaluation highlighted inconsistencies between planned targets and implementation outcomes such as the low number of agencies connected to central servers and minimal public interaction with e-government platforms. Finally, the product evaluation indicated that the program’s objectives were only partially met, with persistent challenges in system integration, inter-agency coordination, and citizen uptake of services. The study concludes that improving cross-agency collaboration, enhancing digital capacity through training and education, and promoting public awareness are essential for advancing e-government outcomes in the region. The use of the CIPP model in this context offers a systematic lens to diagnose programmatic shortcomings and generate actionable recommendations for future policy implementation.

The quality of sales processes is crucial in automotive and directly related to the firm’s competitive advantage and financial success. Sales training is the most prevalent intervention to guarantee quality and productivity. Extant literature has attempted to measure training effectiveness adequately, and the Context, Input, Process, and Product evaluation (CIPP) model has been a popular approach. This study endeavored to advance current literature and suggest a novel effectiveness framework, Content, Instructional design, Programmed learning, and Recommendation (CIP-R). The framework was applied to examine three different methodologies—traditional, pure digital, and hybrid training—collecting 583 instances from the automotive sales training conducted from 2019 to 2020 in South Korea. The findings advocate the importance of human elements, the role of efficacy, and self-determination in generating learning transferability, leading to performance in the digital age.

Objetivo: avaliar as metodologias de ensino-aprendizagem adotadas por docentes de um curso de Enfermagem, sob a perspectiva discente. Métodos: pesquisa com métodos mistos do tipo convergente. Recorte de projeto amplo de avaliação de programa, com uso do modelo Contexto, Insumos, Processo e Produto. Dados quantitativos (estudo transversal com dados secundários) e qualitativos coletados concomitantes e, posteriormente, triangulados. Resultados: sobre as metodologias de ensino adotadas por docentes, os discentes participantes referiram maior utilização de aulas expositivas e dialogadas, 161 (67,6%), entre professores das disciplinas básicas; e de aulas expositivas e não dialogadas, 226 (92,6%), por docentes de disciplinas específicas da enfermagem. Em todas as disciplinas, predominaram metodologias tradicionais de ensino e avaliação. Conclusão: os discentes participantes consideraram as metodologias predominantemente tradicionais e desejaram vivenciar métodos ativos, destacando a necessidade da interdisciplinaridade e maior integração ensino-serviço-comunidade.

The objectives of this study: (1) Evaluating the context of the coaching program, including background, AD/ART, Vision-Mission, and objectives of the coaching program; (2) Evaluating the input of the coaching program, including human resources, facilities, and infrastructure and funding sources, (3) Evaluating the program process, including the Coach Admission System, the Athlete Admission System, the Use of Facilities and Infrastructure, coordination and consumption; (4) Evaluate the product of achievement and welfare coaching programs. This research uses a context, input, process, and product evaluation model that produces comprehensive final information on the futsal coaching program. The source of this research is the administrators, coaches, and futsal athletes of AFKOT. Data collection techniques with observation, in-depth interviews, documentation, and data triangulation. The data obtained are analyzed qualitatively with the following scarcity: (1) data reduction, (2) data presentation, and (3) conclusion. The results of this study show that; (1) The context of the background futsal coaching program, AD / ART, Vision and Mission, and objectives of the futsal coaching program is suitable for AFKOT; (2) The input of the AFKOT program has good human resources, the feasibility of facilities and infrastructure is excellent, and the source of funds that still has limitations: (3) The process of implementing the training program is the right of the coach, but there is input from the management because the management is also involved in recruitment. Transportation and coordination have been very well carried out in AFKOT. (4) The product of the futsal coaching program is for futsal achievements in Palu City to be good but to defend the champion is still not stable in 2019-2022. The conclusion of this study is whether the context, input, and process are good. At the same time, in the Palu City futsal product, the achievements have been exemplary because Palu City often participates in Indonesian futsal championships, but defending the champion is still unstable.