MODEL EVALUASI CIPP (CONTEXT, INPUT, PROCESS, PRODUCT) PROGRAM PENGUATAN PENDIDIKAN KARAKTER MELALUI PEMBELAJARAN TEMATIK

SITI PARIDAH, . (2022) MODEL EVALUASI CIPP (CONTEXT, INPUT, PROCESS, PRODUCT) PROGRAM PENGUATAN PENDIDIKAN KARAKTER MELALUI PEMBELAJARAN TEMATIK. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Latar belakang penelitian ini adalah model evaluasi CIPP merupakan salah satu model evaluasi yang komprehensif dilakukan di dunia pendidikan, serta adanya fenomena bullying. Tujuan penelitian ini untuk mengetahui bagaimana pelaksanaan model evaluasi CIPP pada pembelajaran tematik dan bagaimana guru dalam mengimplementasikan program PPK melalui pembelajaran temtatik. Metode yang digunakan dalam penelitian ini yaitu studi literature review. Hasil penelitian bahwa guru dalam mengimplementasikan program PPK melalui pembelajaran tematik dilaksanakan dengan cara mengintegrasikan nilai-nilai karakter dalam tiga tahapan, yaitu tahap perencanaan, pelaksanaan (kegiatan awal, kegiatan inti, kegiatan akhir) dan evaluasi. Hanya saja pada setiap tahapan masing-masing sekolah memiliki kegiatan yang berbeda dan menanamkan nilai karakter yang berbeda juga. Hal tersebut disesuaikan dengan ciri khas, visi misi dan tujuan setiap sekolah, yaitu berdasarkan Sekolah berbasis agama Islam, Sekolah berbasis negeri dan Sekolah berbasis agama Kristen. Dalam pelaksanaan model evaluasi CIPP pada pembelajaran tematik dalam progaram PPK yaitu: 1) Komponen context aspek yang dievaluasi guru harus mampu memahami tujuan pembelajaran tematik dan kelengkapan dalam pembelajaran tematik; 2) Komponen input aspek yang dievaluasi RPP dan guru juga memanfaatkan lingkungan sekitar sekolah sebagai sumber belajar; 3) Komponen process aspek di evaluasi berupa pelaksanaan pembelajaran tematik (pendahuluan, inti, penutup); 4) Komponen product meninjau hasil belajar peserta didik sudah memenuhi KKM Sekolah. sedangkan dalam melaksanakan model evaluasi CIPP pada program PPK perlu memperhatikan 1) komponen konteks aspek regulasi, profil sekolah, dan analisis kebutuhan; 2) tahap evaluasi masukan meliputi kepala sekolah, wali kelas, guru, program pendidikan karakter, peserta didik, kurikulum, sarana prasarana, orang tua, dan pembiayaan; 3) tahap Evaluasi Proses terdiri dari kegiatan rutin, kegiatan spontan, kegiatan keteladanan, kegiatan pembelajaran di kelas, dan kegiatan ekstrakurikuler; 4) tahap Evaluasi Produk meliputi nilai karakter ini adalah religius, nasionalis, mandiri, integritas, dan gotong royong. *********** The background of this research is the CIPP evaluation model is one of the comprehensive evaluation models carried out in the world of education, as well as the phenomenon of bullying. This study is to find out how the implementation of the CIPP evaluation model in thematic learning and how teachers implement the PPK program through thematic learning. The method used in this research is a literature review study. The results that the teacher in implementing the PPK program through thematic learning was carried out by integrating character values in three stages, namely the planning stage, implementation (initial activity, core activity, final activity) and evaluation. It's just that at each stage each school has different activities and instills different character values as well. This is adjusted to the characteristics, vision, mission and goals of each school, namely based on Islamic religion-based schools, state-based schools and Christian-based schools. In the implementation of the CIPP evaluation model on thematic learning in the PPK program, namely: 1) The context component of the aspects evaluated by the teacher must be able to understand the thematic learning objectives and completeness in thematic learning; 2) The input component of the aspects evaluated by the (RPP) and the teacher also utilizes the environment around the school as a learning resource; 3) The process component aspects are evaluated in the form of thematic learning implementation (introduction, core, closing); 4) The product component reviews student learning outcomes that have met the School's KKM. while in implementing the CIPP evaluation model on the PPK program, it is necessary to pay attention to 1) the components of the context of regulatory aspects, school profiles, and needs analysis; 2) the input evaluation phase includes the principal, homeroom teacher, teacher, character education program, students, curriculum, infrastructure, parents, and financing; 3) the Process Evaluation stage consists of routine activities, spontaneous activities, exemplary activities, classroom learning activities, and extracurricular activities; 4) the Product Evaluation stage includes these character values, namely religious, nationalist, independent, integrity, and mutual cooperation.

Item Type:	Thesis (Magister)
Additional Information:	1). Dr. Otib Satibi Hidayat, M.Pd. ; 2). Dr. Gantina Komalasari, M.Psi.
Subjects:	Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Psikologi Pendidikan Pendidikan > Aneka Ragam tentang Pendidikan
Divisions:	PASCASARJANA > S2 Pendidikan Dasar
Depositing User:	Users 14396 not found.
Date Deposited:	15 Mar 2022 02:53
Last Modified:	15 Mar 2022 02:53
URI:	http://repository.unj.ac.id/id/eprint/24517

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