Evaluation Of The Teacher Quality Improvement Training Program For Junior High School Level Using The Cipp Model At The Gayo Lues District Education Office
Evaluation Of The Teacher Quality Improvement Training Program For Junior High School Level Using The Cipp Model At The Gayo Lues District Education Office
Keywords:
CIPP, Education quality, Program evaluation, Teacher training
Abstract
This study evaluated the Junior High School Teacher Quality Improvement Training Program organized by the Gayo Lues Department of Education using Stufflebeam’s CIPP (Context, Input, Process, Product) model. The evaluation aimed to determine the program’s relevance, implementation quality, and outcomes. A qualitative evaluative method was employed, involving teachers, principals, facilitators, and organizers as informants. Data were collected through interviews, observation, and documentation, then analyzed descriptively. The results revealed that the program was relevant to teachers’ professional development needs (context); supported by qualified facilitators despite limited facilities (input); implemented effectively though participant engagement should be improved (process); and had a positive impact on teachers’ pedagogical competence, though classroom application remained limited (product). It is recommended that future programs emphasize active learning, enhance facilities, and provide post-training mentoring to ensure sustainable implementation of acquired skills.
References
[1] Abdul Hadis & Nurhayati, Manajemen Mutu Pendidikan, (Bandung: Alfabeta, 2014).
[2] Abdul Majid, Dian Andayani, Pendidikan Agama Islam Berbasis Kompetensi, (Bandung: PT. Remaja Rosdakarya, 2004), Cet 1.
[3] Agung Selamet Kusmanto, et. al., “The Development Of Evaluation Program Model Guidance And Counseling Service Based On Cse-Ucla Of Juniro High School In Kudus” dalam Journal of Educational Research and Evaluation, vol. 3 (1)
[4] Agus Supriyanto, Profesionalisme Konselor : Evaluasi Program Bimbingan Dan Konseling Komprehensif Di Sekolah, dalam Seminar Nasional LP3M (lembaga Pengembangan, Pembelajaran, dan penjaminan Mutu) Surabaya, 5 November 2016.
[5] Alex Nitisemito, Manajemen Personalia, (Jakarta: Ghalia Indonesia, 1998). cet. ke-2.
[6] Al-Hafidz Abi Abdullah Muhammad bin Yazid al-Qazwaini, Sunan Ibnu Majah, (Beirut: Darul Fikr, 275 H), Juz II.
[7] Aminah, S. (2021). Efektivitas Pelatihan Berbasis Kebutuhan dalam Meningkatkan Kompetensi Profesional Guru. Jakarta: Rajawali Pers.
[8] Anwar Prabu Mangkunegara, Perencanaan dan Pengembangan Manajemen Sumber Daya Manusia, (Jakarta: PT Refika. Aditama. 2006).
[9] Arcaro, S, Jerome. “Quality in Education: An Implementation Handbook.” Terj. Yosal Iriantara, “Pendidikan Berbasis Mutu: Prinsip-Prinsip Perumusan dan Tata Langkah Penerapan” Yogyakarta: Pustaka Pelajar, 2007.
[10] Ashiong P. Munthe, “Pentingya Evaluasi Program Di Institusi Pendidikan: Sebuah Pengantar, Pengertian, Tujuan dan Manfaat”, dalam Jurnal Scholaria, Vol.5,No.2,Mei 2015:1-14.
[11] Asrul, Syafaruddin. Kepemimoinan Pendidikan Kontemporer, Bandung: Citapustaka Media, 2018.
[12] Atikah, F., & Ruzikna. (2015). Implementasi Program Pelatihan Dan Pengaruhnya Terhadap Kinerja Karyawan Pada Bank Icb Bumiputera Pekanbaru Oleh: JOM FISIP, 2, 1–7.
[13] Ayurestianti, “Evaluasi Pelayanan Kesehatan dan Pendidikan Program Keluarga Harapan” Jurnal Pemberdayaan Masyarakat Vol. 1, No. 2, 2017.
[14] Choirul Fuad Yusuf, Budaya Sekolah dan mutu Pendidikan, (Jakarta: PT. Pena Citrasatria, 2008).
[15] Christian, Thune. European Networ for Quality Assurance in Higher Education
[16] Darling-Hammond, L. (2023). “Getting Teacher Evaluation Right: What Really Matters for Effectiveness and Improvement.” Teachers College Press.
[17] Darling-Hammond, L. (2023). “Teacher Quality and Student Achievement”: A Review of State Policy Evidence.
[18] Darling-Hammond, L. (2023). “The Right to Learn: A Blueprint for Creating Schools that Work”. San Francisco: Jossey-Bass.
[19] Daryanto, Standar Kompetensi dan Penilaian Kinerja Guru Profesional, (Yogyakarta: Gava Media, 2013).
[20] Departemen Agama RI, Al Quran dan Terjemahannya (Bandung: Diponegoro, 2014).
[21] Desimone, L. M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures. Educational Researcher, 38(3).
[22] Direktorat Jenderal GTK Kemdikbud. (2019). Pedoman Pelatihan Berbasis Sekolah. Jakarta: Kemendikbud.
[23] E. Mulyasa, Uji Kompetensi dan Penilaian Kinerja Guru, (Bandung: PT. Remaja Rosdakarya, 2013).
[24] Edward Sallis, Total Quality Management in Education, (Jogjakarta: IRCiSoD, 2011).
[25] Edy Sutrisno, Manajemen Sumber Daya Manusia, (Jakarta: Kencana, 2009).
[26] Fadli, M. (2020). Penguatan Komunitas Belajar sebagai Upaya Keberlanjutan Hasil Pelatihan Guru. Yogyakarta: Deepublish.
[27] Farida Yusuf Tayib Napis, 2008. Evaluasi Pendidikan dan Instrumen Evaluasi Jakarta: Rineka Cipta.
[28] Febriani, dkk. 2013. Pengembangan Media Pembelajaran berupaAwetan Daun untuk Mata Kuliah Struktur Tumbuhan pada Prodi Pendidikan Biologi. Prosiding Semirata FMIPA Universitas Lampung.
[29] Feni Kurnia, et, al., “Developing Instruments using CIPP Evaluation Model in the Implementation of Portfolio Assessment in Science Learning” dalam International Journal Of Environmental & Science Education, Vol. 12 (8), h. 145. Diakses pada tanggal 20 Februari 2021 pada laman http://www.ijese.net/makale/1961.html.
[30] Fifit Firmadani, Strategi Pengembangan Profesionalisme Guru, dalam CLLT 2017 Conference on Language and Language Teaching.
[2] Abdul Majid, Dian Andayani, Pendidikan Agama Islam Berbasis Kompetensi, (Bandung: PT. Remaja Rosdakarya, 2004), Cet 1.
[3] Agung Selamet Kusmanto, et. al., “The Development Of Evaluation Program Model Guidance And Counseling Service Based On Cse-Ucla Of Juniro High School In Kudus” dalam Journal of Educational Research and Evaluation, vol. 3 (1)
[4] Agus Supriyanto, Profesionalisme Konselor : Evaluasi Program Bimbingan Dan Konseling Komprehensif Di Sekolah, dalam Seminar Nasional LP3M (lembaga Pengembangan, Pembelajaran, dan penjaminan Mutu) Surabaya, 5 November 2016.
[5] Alex Nitisemito, Manajemen Personalia, (Jakarta: Ghalia Indonesia, 1998). cet. ke-2.
[6] Al-Hafidz Abi Abdullah Muhammad bin Yazid al-Qazwaini, Sunan Ibnu Majah, (Beirut: Darul Fikr, 275 H), Juz II.
[7] Aminah, S. (2021). Efektivitas Pelatihan Berbasis Kebutuhan dalam Meningkatkan Kompetensi Profesional Guru. Jakarta: Rajawali Pers.
[8] Anwar Prabu Mangkunegara, Perencanaan dan Pengembangan Manajemen Sumber Daya Manusia, (Jakarta: PT Refika. Aditama. 2006).
[9] Arcaro, S, Jerome. “Quality in Education: An Implementation Handbook.” Terj. Yosal Iriantara, “Pendidikan Berbasis Mutu: Prinsip-Prinsip Perumusan dan Tata Langkah Penerapan” Yogyakarta: Pustaka Pelajar, 2007.
[10] Ashiong P. Munthe, “Pentingya Evaluasi Program Di Institusi Pendidikan: Sebuah Pengantar, Pengertian, Tujuan dan Manfaat”, dalam Jurnal Scholaria, Vol.5,No.2,Mei 2015:1-14.
[11] Asrul, Syafaruddin. Kepemimoinan Pendidikan Kontemporer, Bandung: Citapustaka Media, 2018.
[12] Atikah, F., & Ruzikna. (2015). Implementasi Program Pelatihan Dan Pengaruhnya Terhadap Kinerja Karyawan Pada Bank Icb Bumiputera Pekanbaru Oleh: JOM FISIP, 2, 1–7.
[13] Ayurestianti, “Evaluasi Pelayanan Kesehatan dan Pendidikan Program Keluarga Harapan” Jurnal Pemberdayaan Masyarakat Vol. 1, No. 2, 2017.
[14] Choirul Fuad Yusuf, Budaya Sekolah dan mutu Pendidikan, (Jakarta: PT. Pena Citrasatria, 2008).
[15] Christian, Thune. European Networ for Quality Assurance in Higher Education
[16] Darling-Hammond, L. (2023). “Getting Teacher Evaluation Right: What Really Matters for Effectiveness and Improvement.” Teachers College Press.
[17] Darling-Hammond, L. (2023). “Teacher Quality and Student Achievement”: A Review of State Policy Evidence.
[18] Darling-Hammond, L. (2023). “The Right to Learn: A Blueprint for Creating Schools that Work”. San Francisco: Jossey-Bass.
[19] Daryanto, Standar Kompetensi dan Penilaian Kinerja Guru Profesional, (Yogyakarta: Gava Media, 2013).
[20] Departemen Agama RI, Al Quran dan Terjemahannya (Bandung: Diponegoro, 2014).
[21] Desimone, L. M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures. Educational Researcher, 38(3).
[22] Direktorat Jenderal GTK Kemdikbud. (2019). Pedoman Pelatihan Berbasis Sekolah. Jakarta: Kemendikbud.
[23] E. Mulyasa, Uji Kompetensi dan Penilaian Kinerja Guru, (Bandung: PT. Remaja Rosdakarya, 2013).
[24] Edward Sallis, Total Quality Management in Education, (Jogjakarta: IRCiSoD, 2011).
[25] Edy Sutrisno, Manajemen Sumber Daya Manusia, (Jakarta: Kencana, 2009).
[26] Fadli, M. (2020). Penguatan Komunitas Belajar sebagai Upaya Keberlanjutan Hasil Pelatihan Guru. Yogyakarta: Deepublish.
[27] Farida Yusuf Tayib Napis, 2008. Evaluasi Pendidikan dan Instrumen Evaluasi Jakarta: Rineka Cipta.
[28] Febriani, dkk. 2013. Pengembangan Media Pembelajaran berupaAwetan Daun untuk Mata Kuliah Struktur Tumbuhan pada Prodi Pendidikan Biologi. Prosiding Semirata FMIPA Universitas Lampung.
[29] Feni Kurnia, et, al., “Developing Instruments using CIPP Evaluation Model in the Implementation of Portfolio Assessment in Science Learning” dalam International Journal Of Environmental & Science Education, Vol. 12 (8), h. 145. Diakses pada tanggal 20 Februari 2021 pada laman http://www.ijese.net/makale/1961.html.
[30] Fifit Firmadani, Strategi Pengembangan Profesionalisme Guru, dalam CLLT 2017 Conference on Language and Language Teaching.
Published
2025-10-29
How to Cite
[1]
Usman, C. Wijaya, and M. Dalimunte, “Evaluation Of The Teacher Quality Improvement Training Program For Junior High School Level Using The Cipp Model At The Gayo Lues District Education Office: Evaluation Of The Teacher Quality Improvement Training Program For Junior High School Level Using The Cipp Model At The Gayo Lues District Education Office”, Jor. Eva. Edu, vol. 6, no. 4, Oct. 2025.
Section
Articles
Copyright (c) 2025 Usman Usman, Candra Wijaya, Muhammad Dalimunte
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Integrated Science Education Journal is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
