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All Journal International Research Based Education Journal Jurnal PIPSI: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia Mudir : Jurnal Manajemen Pendidikan Jurnal Ilmiah Profesi Pendidikan INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Pakem : Jurnal Pengabdian Kepada Masyarakat EDUCATIONE: Journal of Education Research and Review Jurnal Pengabdian kepada Masyarakat Arumbai German für Gesellschaft (J-Gefüge) DEVOTIONIS: Journal of Community Service Jurnal Pengabdian kepada Masyarakat Arumbai
Desembra Sohilait
Universitas Pattimura
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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LEARNING PROGRAM EVALUATION AND TEACHING QUALITY IMPROVEMENT: A QUANTITATIVE CIPP STUDY Desembra Sohilait; Clara Samarama; Sarni Reniwurwarin; Nur Yanti Habu; Iwan Yusuf
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.219

Abstract

This study was motivated by the absence of a comprehensive and systematic evaluation of school learning programs designed to improve teaching quality at SMP Negeri 3 Ambon. Although the school has implemented several improvement initiatives, including teacher training, academic supervision, project-based curriculum development, and the strengthening of digital learning facilities, their overall effectiveness had not been quantitatively assessed. Therefore, this study aimed to evaluate the effectiveness of these learning programs using the Context, Input, Process, and Product (CIPP) model. A descriptive quantitative design was employed involving 20 respondents, consisting of teachers and educational staff, selected through total sampling. Data were collected using a Likert-scale questionnaire developed according to the four CIPP dimensions and analyzed through descriptive statistics and Pearson correlation using SPSS version 25. The findings revealed that the overall implementation of the learning programs was rated very good, with a mean score of 4.41. Among the CIPP dimensions, product received the highest score (4.70), followed by context (4.60), process (4.40), and input (4.30). In addition, the Pearson correlation coefficient of 0.781 (p < 0.05) indicated a significant relationship between learning program implementation and teaching quality improvement. The study concludes that the CIPP model is effective for comprehensively evaluating school learning programs and for identifying strengths and areas for improvement. These findings provide empirical support for school leaders and policymakers in making evidence-based decisions to enhance teaching quality. Future research is recommended to involve larger samples, multiple schools, and mixed-method approaches to produce broader and deeper evaluation results.
Assessing Digital Transformation Readiness: Digital Leadership and Human Resource Capacity as Influencing Factors at SMP 72 Maluku Tengah Desembra Sohilait; Andi Kristanto; Syunu Trihantoyo
Mudir: Jurnal Manajemen Pendidikan Vol. 8 No. 2 (2026): Mudir: Jurnal Manajemen Pendidikan
Publisher : Islamic Education Management Study Program, Faculty of Tarbiyah, Sunan Drajat Islamic Boarding School Institute, Lamongan, East Java, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/mudir.v8i2.3073

Abstract

Digital transformation in educational institutions often falls into structural readiness without guaranteeing operational execution. This study aims to assess digital transformation readiness and test the influence of digital leadership and human resource capacity on implementation readiness. The method used is descriptive-correlational quantitative with a survey design. Data collection was conducted using a Likert-scale questionnaire consisting of 30 items. The research sample involved a census population of 21 teachers and educational staff at Junior High School 72 Central Maluku. The research hypotheses proposed that digital leadership and human resource capacity positively affect implementation readiness. Findings show that overall readiness is in the very high category. However, a statistical paradox exists where digital leadership has no significant effect, while human resource capacity becomes a highly significant dominant predictor. The findings indicate that linear assumptions in previous leadership-centric literature may need to be reconsidered, and show the possibility of a novel human-agency-centric perspective, positioning human resource capacity as the actual mechanism for technology institutionalization. Consequently, it is suggested that educational digital transformation policies should shift focus from mere managerial support to the institutionalization of operational competencies, making human resource interventions the primary priority for the sustainability of the school's digital ecosystem
Co-Authors Andi Kristanto Ansiska, Paisal Asep asep asep Beatrix Tomasila Carolina Sri Athena Barus Clara Samarama Dewilna Helmi Estin Indria Maahury Fenty Retraubun Iwan Yusuf Kunu, Matusela Latukau, Rahmawati Maahury, Estin Indria Mahulauw, Ujian Makaruku, Vando Kristi Maria Imaculada da Conceição Soares Matusela Kunu Meilan Refwutu Nunuela, Nandalita Nur Yanti Habu Nussy, Salim Patrisius Rahabav Paul Arjanto Rahabav, Patrisius Rahmawati Latukau Ramliani, Wa Ode Refwutu, Meilan Retraubun, Fenty Rudolf Kempa Rudolf Kempa Rudolf Kempa, Rudolf Rumfot, Sumarni Salim Nussy Sarni Reniwurwarin Seng Tong Chong Singerin, Sarlota Sumarni Rumfot Syunu Trihantoyo Tomasila, Beatrix Ujian Mahulauw Untayana, Adha Vando Kristi Makaruku Wa Ode Ramliani Wakim, Yuliana Yuliana Wakim