Evaluation of International Class Program Through CIPP Model

Case in Bachelor of Sharia Economics Study Program, UIN Sunan Ampel Surabaya

Authors

  • Sri Wigati UIN Sunan Ampel Surabaya, Indonesia
  • Nurul Fatma Hasan UIN Sunan Ampel Surabaya, Indonesia

DOI:

https://doi.org/10.30603/ab.v19i2.3956

Keywords:

International Class Program, evaluation, CIPP model

Abstract

International Class Program (ICP) of Bachelor of Sharia Economics (BSE) in UIN Sunan Ampel Surabaya was initiated to create excellent graduates who are able to compete in international competition. This study aimed to evaluate International Class Program (ICP) of Bachelor of Sharia Economics (BSE) in UIN Sunan Ampel Surabaya. The evaluation on International Class Program has been done through CIPP model; that is Context, Input, Process, and Product. The object being focused in this research were an International Class Program (ICP) of Bachelor of Sharia Economics (BSE) UIN Sunan Ampel Surabaya, which consists of 24 students and 15 lecturers. Context dimension evaluates learning objectives; the result is very good (acknowledged by the independent accreditation agency LAMEMBA). Input dimensions evaluates lecturers, students, curriculum, and facilities & infrastructures; the results are qualified for lecturers and students, very good for curriculum, and good for facilities & infrastructures. Process dimension evaluates pedagogy and professional; the result is very good. Product dimension evaluates academic and nonacademic achievements; the result is good. By employing these evaluations, policymakers and all the elements involved can conduct for evaluations to develop and to strengthen existing ICP programs

Author Biographies

Sri Wigati, UIN Sunan Ampel Surabaya, Indonesia

<br data-mce-bogus="1">

Nurul Fatma Hasan, UIN Sunan Ampel Surabaya, Indonesia

Program Kelas Internasional milik Program Studi Ekonomi Syariah UIN Sunan Ampel Surabaya digagas untuk menciptakan para lulusan unggul yang mampu berkompetisi dalam taraf internasional. Penelitian ini bertujuan untuk mengevaluasi Program Kelas Internasional yang diselenggarakan Program Studi Ekonomi Syariah UIN Sunan Ampel Surabaya. Evaluasi Program Kelas Internasional dilakukan dengan menggunakan model CIPP; yaitu <em>Context, Input, Process, </em>dan<em> Product</em>. Objek dalam penelitian ini adalah sebuah Program Kelas Internasional di Program Studi Ekonomi Syariah UIN Sunan Ampel Surabaya, yang terdiri dari 24 mahasiswa dan 15 dosen. Dimensi <em>Context</em> mengevaluasi tujuan pembelajaran; hasilnya sangat bagus (telah diakui oleh lembaga akreditasi mandiri LAMEMBA). Dimensi <em>Input</em> mengevaluasi dosen, mahasiswa, kurikulum, dan fasilitas & infrastruktur; hasilnya berkualitas untuk dosen dan mahasiswa, sangat bagus untuk kurikulum, dan bagus untuk fasilitas & infrastuktur. Dimensi <em>Process</em> mengevaluasi pedagogi dan profesionalitas; hasilnya sangat bagus. Dimensi <em>Product</em> mengevaluasi pencapaian akademik dan nonakademik; hasilnya bagus. Dengan memperhatikan evaluasi-evaluasi ini, para pembuat kebijakan dan semua elemen yang terlibat dapat melakukan evaluasi guna meningkatkan dan memperkuat Program Kelas Internatinal yang telah berjalan.

References

Agustina, N. Q., & Mukhtaruddin, F. (2019). The CIPP Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center. English Language Teaching Educational Journal, 2(1), 22–31.

Bukit, A. V, Bastari, A., & Putra, G. E. (2019). Evaluation of learning programs in Indonesian Naval Technology College with the context, input, process, and product (CIPP) model. International Journal of Applied Engineering Research, 14(20), 3823–3827.

Lippe, M., & Carter, P. (2018). Using the CIPP Model to Assess Nursing Education Program Quality and Merit. Teaching and Learning in Nursing, 13(1), 9–13. https://doi.org/10.1016/j.teln.2017.09.008

Prayogo, D. (2022). CIPP Evaluation Model and Its Effect on E-Learning. Al-Ishlah: Jurnal Pendidikan, 14(1), 177–188.

Rachmaniar, R., Yahya, M., & Lamada, M. (2021). Evaluation of Learning through Work Practices Industry Program at University with the CIPP Model Approach. International Journal of Environment, Engineering and Education, 3(2), 59–68.

Singh, M. D. (2004). Evaluation framework for nursing education programs: application of the CIPP model. International Journal of Nursing Education Scholarship, 1(1).

Sopha, S., & Nanni, A. (2019). The cipp model: Applications in language program evaluation. Journal of Asia TEFL, 16(4), 1360.

Stufflebeam, D. L. (n.d.). The CIPP Model for Evaluation. In Evaluation Models (pp. 279–317). Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47559-6_16

Tuna, H., & Başdal, M. (2021). Curriculum evaluation of tourism undergraduate programs in Turkey: A CIPP model-based framework. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100324.

Warju, W. (2016). Educational program evaluation using CIPP model. INVOTEC, 12(1).

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), 57–84.

Downloads

Published

2023-12-30

How to Cite

Wigati, S., & Hasan, N. F. (2023). Evaluation of International Class Program Through CIPP Model: Case in Bachelor of Sharia Economics Study Program, UIN Sunan Ampel Surabaya. Al-Buhuts, 19(2), 465–475. https://doi.org/10.30603/ab.v19i2.3956

Issue

Vol. 19 No. 2 (2023): Al- Buhuts

Section

Articles

License

Copyright (c) 2023 Sri Wigati, Nurul Fatma Hasan

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.