CIPP model evaluation of school internship program in teacher education - Afiyah Nuri Abidah; Hery Sawiji (JIKAP (Jurnal Informasi dan Komunikasi Administrasi Perkantoran), 2025)
Abstrak: Program Pengenalan Lapangan Persekolahan (PLP) dirancang untuk mempersiapkan calon guru yang kompeten, namun dalam pelaksanaannya masih dijumpai berbagai kendala seperti kesenjangan antara teori dan praktik, pembekalan yang belum optimal, serta keterbatasan fasilitas. Penelitian ini dilakukan untuk mengevaluasi pelaksanaan PLP dengan menggunakan model CIPP (Context, Input, Process, Product) guna mengidentifikasi kelemahan sekaligus meningkatkan kualitas program. Pengumpulan data dilakukan melalui pendekatan kualitatif (wawancara dengan UP2KT, guru pamong, dosen pembimbing, mahasiswa, dan analisis dokumen) serta pendekatan kuantitatif. Analisis data kualitatif menggunakan reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan analisis kuantitatif menggunakan statistik deskriptif. Validitas instrumen diuji dengan korelasi Pearson, dan reliabilitas diukur menggunakan Cronbach's Alpha. Penelitian dilaksanakan di Program Studi Pendidikan Administrasi Perkantoran FKIP UNS Surakarta pada November 2024 - Juli 2025. Hasil penelitian menunjukkan: (1) Konteks PLP berhasil mencapai sasaran  dan tujuan, mencangkup: (a) Tujuan, (b) Relevansi, (c) Sasaran; (2) Masukan PLP menyatakan setuju, mencangkup: (a) Panduan PLP, (b) Sarana-Prasarana, dan (c) Bekal kompetensi mahasiswa; (3) Proses PLP menyatakan sangat setuju, mencangkup: (a) Peran mahasiswa, (b) Peran Dosen Pembimbing dan Guru Pamong, (c) Kedisiplinan Mahasiswa, (d) Tanggung jawab mahasiswa; (4) Hasil PLP menyatakan setuju, mencangkup: (a) Peningkatan kompetensi Mahasiswa, (b) Kesiapan Menjadi Pendidik, (c) Pengalaman praktik mengajar, (d) Tingkat kepuasan mahasiswa. Kata kunci: calon guru; CIPP; evaluasi program; kesiapan mengajarAbstract: The School Internship Program (PLP) is designed to prepare competent prospective teachers; however, implementation challenges persist, including theory-practice gaps, suboptimal preparation, and limited facilities. This study evaluates PLP implementation using the CIPP model (Context, Input, Process, Product) to identify weaknesses and enhance program quality. Data collection employed mixed methods, incorporating qualitative approaches (interviews with UP2KT, mentor teachers, supervising lecturers, students, and document analysis) and quantitative methods. Qualitative data analysis utilized data reduction, presentation, and conclusion drawing, while quantitative analysis employed descriptive statistics. Instrument validity was tested using Pearson correlation, and reliability was measured with Cronbach's Alpha. The research was conducted at the Office Administration Education Study Program, FKIP UNS Surakarta, from November 2024 to July 2025. Findings revealed: (1) Context evaluation demonstrated successful achievement of PLP objectives and targets, encompassing goal attainment, relevance, and target identification; (2) Input evaluation showed agreement across PLP guidelines, facilities and infrastructure, and student competency preparation; (3) Process evaluation indicated strong agreement regarding student roles, supervising lecturer and mentor teacher roles, student discipline, and student responsibility; (4) Product evaluation demonstrated agreement in student competency improvement, educator readiness, teaching practice experience, and student satisfaction levels. The study provides comprehensive insights for program enhancement and quality assurance in teacher education. Keywords: prospective teachers; CIPP; program evaluation; teaching readiness