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All Journal Juwara : Jurnal Wawasan dan Aksara
Almes Gangga
Universitas Negeri Padang
Religion Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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CIPP-Based Evaluation of the Learning Process in Vocational High Schools: Student and Teacher Perspectives Almes Gangga; Hasan Maksum; Ambiyar Ambiyar
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.783

Abstract

This research evaluates the learning process in vocational high schools (SMK) using all four components of the CIPP (Context, Input, Process, Product) evaluation model from the perspectives of students and teachers. A descriptive-evaluative approach was employed involving 120 students and 25 teachers at SMK Negeri 1 Painan, selected through purposive sampling. Data were collected using validated questionnaires comprising 66 items for students and 59 items for teachers, structured around all four CIPP components, with particular depth on four Process sub-components: Teaching Strategy (P1), Media and Technology Use (P2), Student Interaction (P3), and Assessment Process (P4). The Context component received the highest scores from both groups (students: 76.4%; teachers: 83.2%), while the Product component scored the lowest among students (70.2%). The Process component was rated 72.5% by students and 80.2% by teachers overall, with Student Interaction (P3) as the strongest sub-component and Media and Technology Use (P2) as the most critical area for improvement. A consistent perception gap averaging 7.7 percentage points was identified across all components, with teachers rating program implementation more favorably than students throughout. These findings reveal systemic challenges in technology integration, assessment practices, and resource provision in vocational learning, and provide evidence-based recommendations for policy and instructional improvement in Indonesian vocational education.
Curriculum Management Quality in Vocational High Schools: Planning, Organizing, Implementation, and Evaluation Almes Gangga; Wirda Yetti; Rijal Abdullah; Refdinal Refdinal
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.784

Abstract

Curriculum management quality is a fundamental determinant of educational effectiveness in vocational high schools (SMK). This study assesses curriculum management quality across four dimensions: curriculum planning (D1), curriculum organizing (D2), curriculum implementation (D3), and curriculum evaluation (D4), from the perspectives of school administrators and teachers. A quantitative survey design was employed involving 145 respondents selected through proportionate stratified random sampling across five SMK in West Sumatra, Indonesia. Data were collected using a validated questionnaire (44 items; Cronbach's alpha = 0.91) and analyzed using descriptive statistics and one-way ANOVA. Results indicate that overall curriculum management quality achieved a mean score of 3.69 out of 5.00 (Good category). Curriculum Planning (D1) achieved the highest mean (M = 3.82), while Curriculum Evaluation (D4) was the most critical dimension (M = 3.58). Significant differences in perceptions were found across respondent positions (F = 4.83, p = 0.003). This study contributes an integrated four-dimension quantitative framework for assessing curriculum management quality in SMK, providing empirical evidence that evaluation functions represent the weakest link in the curriculum management cycle and that multi-stakeholder data collection is essential for accurate institutional quality monitoring.
Co-Authors Abdullah, MT, Dr. Rijal Ambiyar, Ambiyar Hasan Maksum Refdinal, Refdinal Wirda Yetti