Pelaksanaan evaluasi model cipp dalam pembelajaran sentra Di TK Islam Darussalam Palangka Raya

Aviaturrosyiah, Siti (2021) Pelaksanaan evaluasi model cipp dalam pembelajaran sentra Di TK Islam Darussalam Palangka Raya. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

Mutu sebuah lembaga dapat ditingkatkan dengan beberapa upaya salah satunya dengan evaluasi. Model evaluasi CIPP dapat digunakan untuk mengukur mutu sebuah program. Pelaksanaan evaluasi CIPP terhadap penerapan program pembelajaran sentra, guna mengetahui efektivitas pelaksanaan sentra serta.

Penelitian bertujuan mendeskripsikan pelaksanaan pembelajaran sentra, pelaksanaan evaluasi model CIPP (Context, input, process, and product), upaya lembaga meningkatkan pembelajaran di TK Islam Darussalam Palangka Raya. Penelitian ini merupakan penelitian deskripstif kualitatif. Metode observasi partisipatif, wawancara mendalam, dan dokumentasi. Teknik analisis data menggunakan pengumpulan data, reduksi data, penyajian data, dan conclusion drawing/verivication ( penarikan kesimpulan).

Hasil penelitian: Pelaksanaan pembelajaran sentra yang dilaksanakan di TK Islam Darussalam mengacu kepada langkah-langkah pembelajaran sentra mencakup Pijakan lingkungan main: penyiapan media main seperti potongan daun, lem, lembar kerja. Pijakan sebelum main: penyambutan kedatangan anak, absensi, penyampaian tema, mengenalkan alat, bahan, cara penggunaannya, mendiskusikan aturan kegiatan main, Pijakan selama main anak memilih kegiatan bermain yang sudah dipersiapkan guru, Pijakan setelah main membereskan alat main, stimulasi pengalaman main anak, recalling. Pelaksanaan evaluasi model CIPP secara konteks lembaga memilih jenis pembelajaran dan menentukannya berdasarkan pertimbangan peserta didik, kesiapan guru, keadaan masyarakat dan kebutuhan masyarakat agar strategi dan tujuannya dapat dikembangkan secara maksimal. Tujuan program yaitu: penyediaan SDM, pendanaan, dan sarana prasarana agar terpenuhi prosedur pelaksanaan evaluasi masukan (input). Prosedur evaluasi proses meliputi rancangan program pembelajaran, peningkatan kualitas SDM, penyediaan sarana prasarana dan pendanaan. Tahap akhir dari pelaksanaan evaluasi model CIPP ialah evaluasi hasil digunakan untuk mengambil keputusan terhadap program yang dilaksanakan dilanjutkan kembali atau dimodivikasi. Upaya lembaga untuk meningkatkan mutu pembelajaran menyediakan sarana prasarana yang memadai seperti ruangan, media bermain anak, melaksanakan kegiatan pelatihan dan kegiatan studi banding yang dapat menunjang guru dalam meningkatkan kompetensi yang dimiliki guru atau tenaga pendidik.

ABTSRACT

The quality of an institution can be improved with some efforts like evaluation. CIPP model evaluation can be used to measure program quality. The implementation of CIPP evaluation toward application of central learning program, to know the effectiveness implementation of central learning.

The research objectives were to describe the central learning implementation, the implementation of CIPP (Context, Input, Process and Product) model implementation, the institution efforts to improve the learning at TK Islam Darussalam. This research was qualitative descriptive. The methods were participative observation, deep interview and documentation. Data analysis techniques were data collection, data reduction, data display and conclusion drawing/verification.

The result showed that: Implementation of central learning that done at TK Islam Darussalam refers to steps of central learning covers play environment: Prepared the playing media like slice of leaf, glue, paper work. Before playing: welcoming the students’ arrival, present list, convey the theme, introducing the tools, ingredients, and how to use it, discuss the playing rules. Before playing the children chose the activity that prepared by teacher, after playing the children cleaned up the tools, stimulated the children playing activity, and recalling. The implementation of CIPP model evaluation, institution in context chose the kind of learning and decided it based on students consideration, teachers’ readiness, society’s state and need to make strategy and the objective can developed maximally. The program objectives were: human resources supply, funding, and infrastructure to fulfilled the input evaluation implementation procedure. Process evaluation procedure included lesson plan, improve the human resource quality, provide the infrastructure and funding. Final stage implementation of CIPP model evaluation was the evaluation result used to decision making toward program that implement resumed or evaluated. The institution efforts to improve the learning quality were provided adequate infrastructure like rooms, playing media, implemented training and comparative study to support teachers in improving their competence.

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