Implementation of The CIPP Model In Program Evaluation Introduction to Education Field Deri Hendriawan (*), Fatihaturosyidah, Esya Anesty Mashudi, Budhi Tristyanto
Childhood Education Study Program, Universitas Pendidikan Indonesia, Kampus Serang - Indonesia
*derihendriawan[at]gmail.com
Abstract
Rationale of this study was emerged from one motive to gain any important consideration in order to improve the action program of PLSP in PGPAUD UPI Kampus Serang. PLSP stands for Pengenalan Lingkungan Satuan Pendidikan. It is such a kind of apprenticeship program for all Universitas Pendidikan Indonesia (UPI) students who take the pre-service teacher education program. The aims of this program is to enable the students having practical learning^s teaching experience in any school at their last year of education. Especially for the Early childhood^s teacher education program (PGPAUD), the PLSP brings a mission namely produce the skilled early childhood educators who uphold the professional code of ethics for teachers. It is a necessity for the study program faculty to have a continuity accountable evaluation toward the PLSP that the program has not being evaluated properly along previous years. The implementation of CIPP evaluation model toward the PLSP of PGPAUD UPI Kampus Serang is one effort to reach the target. The data sample of this study was taken from the PLSP partner schools by employing the observation and interview as the main technique of data collection. The collected data were counted and were interpreted qualitatively to gain a generalisation. The discussions of this study will be focused on the implementation of CIPP evaluation model toward PLSP of PGPAUD UPI Kampus Serang.
Keywords: CIPP Model, Evaluation Program, Early childhood^s Teacher Education Program
