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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Educational Chemistry (JEC) Jurnal Pendekar Nusantara Jurnal Pendidikan IPA Indonesia Multidisciplinary Indonesian Center Journal Indonesian Journal of Social Science and Education
Mariam Nasution
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Religion Humanities Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Health Professions Industrial & Manufacturing Engineering Other

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ANALISIS KOMPARATIF TEORI EVALUASI PENDIDIKAN: MODEL TYLER, SCRIVEN, STUFFLEBEAM (CIPP), DAN STAKE Andrini Rosa Putri Siregar; Atikah Rahmah Nasution; Mariam Nasution
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.61281

Abstract

Evaluation is a strategic component in the education system that serves as a basis for decision-making to improve the quality of learning and educational programs. Various evaluation models have been developed to address diverse evaluation needs according to the objectives, context, and characteristics of the program being assessed. This article aims to comprehensively analyze the Tyler, Scriven, Stufflebeam (CIPP), and Stake evaluation models and identify their strengths, limitations, and relevance in modern educational practice. The research uses a literature review method with a descriptive-analytical approach through a review of various relevant scientific sources. The results of the study indicate that the Tyler Model emphasizes the achievement of educational objectives as an indicator of program success. The Scriven Model develops formative and summative evaluations as well as goal-free evaluations that enable a broader identification of program impacts. The CIPP Model offers a comprehensive evaluation approach through the evaluation of context, input, process, and product, thus supporting sustainable decision-making. Meanwhile, the Stake Model emphasizes evaluation that is responsive to the needs of stakeholders and real-world conditions. The findings indicate that no evaluation model is completely superior to the others because each has a different focus, strengths, and limitations. Therefore, the selection of an evaluation model needs to be adjusted to the objectives, characteristics of the program, and the information needs to be obtained.
ANALYSIS OF STUDENTS' PERCEPTIONS OF TEACHER-STUDENT INTERACTIONS IN A CHEMISTRY LEARNING ENVIRONMENT : Analisis Persespsi Siswa Terhadap Interaksi Guru-Siswa Dalam lingkungan Belajar Kimia Yuspida Wanti Siagian; Mariam Nasution; Nur Azizah Putri Hasibuan
Journal of Educational Chemistry (JEC) Vol. 8 No. 1 (2026)
Publisher : Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

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Abstract

This study aims to analyze students' perceptions of the chemistry learning environment at MAN 2 Model Padangsidimpuan and to identify perception differences based on class/teacher and gender. The learning environment was examined through eight dimensions of teacher-student interaction:leadership, helping/friendly attitude, understanding, student responsibility/freedom, teacher uncertainty, teacher dissatisfaction, admonishing behavior, and strictness. A mixed-method approach was used, combining quantitative descriptive and qualitative methods. Data were collected through closed questionnaires and semi-structured interviews with students from grades X, XI, and XII. The results showed that, in general, students had a positive perception of the chemistry learning environment, particularly in the dimensions of helpfulness, understanding, and teacher leadership. Hypothesis testing revealed significant values of 0.12 for class/teacher and 0.083 for gender, indicating statistically significant differences due to the rejection of H0 and acceptance of H1. Gender-based analysis revealed significant differences in some dimensions such as uncertainty and admonishing. Differences in perception based on class/teacher were also identified, especially in responsibility and leadership style. These findings highlight the importance of a balanced teacher approach that combines firmness, emotional support, and guided autonomy
Co-Authors Adinda, Anita Ahmad Nizar Rangkuti Ali Amran Almira Amir Andrini Rosa Putri Siregar Ardhana, Raphli Asmaul Khoiriah Hutauruk Atikah Rahmah Nasution Desy Ratna Sari Siregar Devina Santri Diyah Hoiriyah Embin Nasution Insani, Hainur Khofifah Choirun Nisya Siregar Khoirul Bariah Rambe Lili Nur Indah Sari Mara Samin Lubis Mona Vebyani Murni ati Nahdah Faizah Harahap Nur Atikah Dalimunthe Nur Azizah Putri Hasibuan Rafiuddinan Jandy Hummami, Muhammad RAMBE, SOJUANGON Salsabila Harahap Sitompul, LIsnawati Torang Siregar Tumanggor, Padli Yuspida Wanti Siagian Yuyun Nipta Rambe