EVALUASI PROGRAM PENGUATAN PROFESIONAL KEPENDIDIKAN (P3K) DENGAN MENGGUNAKAN CIPP EVALUATION MODEL (CONTEXT, INPUT, PROCESS, PRODUCT)

Kaneta Adzani Kamal, - (2025) EVALUASI PROGRAM PENGUATAN PROFESIONAL KEPENDIDIKAN (P3K) DENGAN MENGGUNAKAN CIPP EVALUATION MODEL (CONTEXT, INPUT, PROCESS, PRODUCT). S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk mengevaluasi Program Penguatan Profesional Kependidikan (P3K) yang dilaksanakan oleh Universitas Pendidikan Indonesia (UPI) dengan menggunakan model evaluasi CIPP (Context, Input, Process, Product). Fokus penelitian diarahkan pada pelaksanaan program di tiga sekolah mitra, yaitu SMAN 8 Bandung, SMAN 12 Bandung, dan SMA Laboratorium Percontohan UPI. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara dan studi dokumentasi. Hasil penelitian menunjukkan bahwa pada dimensi context, program P3K relevan dengan kebutuhan sekolah mitra dan mendukung kebijakan Merdeka Belajar–Kampus Merdeka (MBKM). Pada dimensi input, ketersediaan sumber daya manusia, fasilitas, dan pendanaan umumnya cukup memadai, meskipun terdapat variasi antarsekolah. Pada dimensi process, pelaksanaan program secara umum berjalan sesuai pedoman, namun masih ditemukan hambatan seperti ketidaksesuaian pelaksanaan sesuai kalender akademik kampus dan sekolah. Pada dimensi product, program berhasil meningkatkan kemampuan mahasiswa, serta memberikan kontribusi positif bagi sekolah mitra. This study aims to evaluate the Professional Education Strengthening Program (P3K) implemented by the Indonesia University of Education (UPI) using the CIPP (Context, Input, Process, Product) evaluation model. The focus of the study is on the implementation of the program in three partner schools, namely SMAN 8 Bandung, SMAN 12 Bandung, and SMA Laboratorium Percontohan UPI. This study employs a descriptive qualitative approach with data collection techniques through interviews and document analysis. The results indicate that in the context dimension, the P3K program is relevant to the needs of partner schools and aligns with the Merdeka Belajar–Kampus Merdeka (MBKM) policy. In the input dimension, human resources, facilities, and funding are generally adequate, though there are variations among schools. In the process dimension, the program implementation generally proceeded according to the guidelines, but obstacles were still found, such as the incompatibility of implementation with the academic calendars of the campus and schools. In the product dimension, the program succeeded in improving student abilities and made a positive contribution to partner schools.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?hl=en&user=QSn87koAAAAJ ID SINTA Dosen Pembimbing: Taufani Chusnul Kurniatun: 0007116804 Asep Suryana: 0021037203
Uncontrolled Keywords:	Evaluasi program, CIPP, Program Penguatan Profesional Kependidikan. Program evaluation, CIPP, Educational Professional Strengthening Program.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions:	Fakultas Ilmu Pendidikan > Administrasi Pendidikan
Depositing User:	Kaneta Adzani Kamal
Date Deposited:	15 Sep 2025 06:47
Last Modified:	15 Sep 2025 06:47
URI:	http://repository.upi.edu/id/eprint/139223

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