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approaches, naturalistic evaluation approaches,
model Kirkpatrick (Owston, 2008; Fitzpatrick,
Sanders, and Worthen, 2012). In this research, one
of the decision-making evaluation approaches, i.e.
CIPP Model developed by Stufflebeam (2003;
2014), was selected.
The e-learning program chosen as the object of
this research is the Indonesian Language e-learning
program for Foreign Speakers (in Indonesian, it is
called BIPA e-learning) developed by Wisma
Bahasa, one of the language training institutions for
BIPA in Yogyakarta. The e-learning program in WB
is understood as the planned learning experiences
using a wide spectrum of technology, especially
internet to interact with learners who are separated
by time and distance.
This study aimed to describe and evaluate the
context, input, process, and product of e-learning
program in WB Yogyakarta and provide
recommendations of the program’s effectiveness for
continuous improvement. The framework of this
CIPP evaluation model is used systematically to
evaluate the planning, implementing and evaluating
of e-learning program in WB Yogyakarta in order to
improve the program and to provide inputs for the
sustainability of the program.
2 CIPP EVALUATION MODEL
The model used in this evaluation is the Context,
Input, Process, Product Model (CIPP) developed by
Stufflebeam (2003). In this model, evaluation is
interpreted as a systematic investigation based on
certain criteria of the planning stage to the delivery
of an innovative program to assess the values,
usefulness, and functionality of an object or product
of knowledge so that the information obtained in the
process helps the decision making (Stufflebeam,
Coryn, and Chris, 2014; Joint Committee on
Standards for Educational Evaluation, 1994).
The CIPP evaluation model was used by various
experts in education. Tiantong and Tongchin (2013)
used the website-based collaborative learning model
employing Context, Input, Process, Product (CIPP)
evaluation model developed by Stufflebeam. The
research focused on the learning with multiple
intelligences supported by internet-connected
devices for collaborative learning. The evaluation
coverage was directed to context, input, process and
product. The context evaluation covers socio-
political investigation, organizational and contextual
variables related to the instructional needs using the
Internet. The input evaluation was directed to
comparing various input alternatives to fulfill the
learners’ needs, including website-based instruction.
The process evaluation was carried out formatively
in the instructional planning, design, development
and implementation aspects to improve the process.
Meanwhile, the product evaluation was focused on
the summative evaluation to assess quality,
usefulness, and instructional values of the program.
Studies using Stufflebeam’s CIPP model to
evaluate curriculum was also conducted by Hakan
and Seval (2011). The purpose of this study is to
determine the validity and reliability of the
evaluation scale developed based on the principles
of Stufflebeam’s CIPP model in the context of
English curriculum evaluation in Yildiz Technical
University.
The CIPP evaluation model was also used by
Oluwatobi (2015) to evaluate context, input, process,
and product in the Postgraduate Program of Babcock
University. The results of the study showed that the
postgraduate program in Babcock University
experienced rapid improvement in terms of learning
patterns among the students as indicated by their
understanding of the program visions in the research
and learning processes.
The important concepts of CIPP Model were
context, input, process, and product. The four
concepts describe four types of evaluation activities.
The context evaluation refers to the activities of
problem assessment, needs and its possible
emergence in educational program settings. The
decision makers used context evaluation to
determine the goals and priorities to ensure the
attainment of the program objectives. Stakeholders
may later use the results of the context evaluation to
assess whether the program being implemented is in
accordance with the needs and problems that have
been determined since the beginning of the program.
The input evaluation refers to the identification
and assessment of various approach alternatives
used in implementing the program, assessing the
procedural planning, budgeting, and staffing
provision to match the target needs and outcomes of
the objectives. Essentially, input evaluation must
involve the identification process of various
approaches using various types of instruments and
materials to be used in the learning process and to
help the decision-makers to prepare the selected
approach to be implemented in the learning stage.
Process evaluation refers to monitoring,
document evaluation, and activity assessment during
the implementation of the program. The activity of
the evaluation process includes examining the
implementation of the plan and its documentation. In
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