Evaluating the Implementation of Strengthening Character

Education Program using CIPP Model in Elementary Schools

Andayani

, Makruf Akbar

, Robinson Situmorang

Postgraduate Department, Universitas Negeri Jakarta, Rawamangun, East Jakarta, Indonesia

Universitas Negeri Jakarta, Rawamangun, East Jakarta, Indonesia

Keywords: Evaluation, Implementation, Strengthening Character Education Program, CIPP Model, Elementary Schools

Abstract: Character education, a national movement in Indonesia since 2010 and in 2017 through Presidential

Regulation No. 87/2017, has become a Strengthening Character Education (SCE) Program. It is an ongoing

program aiming to form a set of 5 main character values, namely: religious, cooperation, independence,

nationalism and integrity. Consequently, it is necessary to evaluate the strengthening character education

program that has been implemented at schools. This study aimed to evaluate the implementation of

strengthening character education program in elementary schools. The evaluation program recommended

the improvement of character education that will be adjusted to the school environment. Evaluation of the

program implementation used CIPP Model, i.e., context, input, process, and product. The method used was

qualitative approach with descriptive type. The data were collected through informants, namely: the

principal, teachers, and students. Data analysis was carried out using a miles-huberman model, namely data

reduction, data display, and data verification. The results of this study showed that some schools have

understood the program concept and applied it in varied behavior, practiced between teachers and students,

and students and students in the classroom. The SCE program at schools in South Tangerang schools,

Indonesia had been practiced in the classroom. It is expected that SCE program can be continued so that it

takes the habituation of teachers who work with parents of students and students by developing character

education.

1 INTRODUCTION

Human resources who have a strong character will

be able to adapt to changing times and be creative in

addressing problems due to the shift in the value of

life as a consequence of discoveries in the digital era

4.0. Strong character formation is the main objective

of national education apart from the formation of

competencies. Character education, a national

movement in Indonesia since 2010 and in 2017

through Presidential Regulation No. 87/2017, has

become a Strengthening Character Education (SCE)

Program.

The objectives of the SCE Program are to

prepare students becoming excellent human

resources in facing the changing times, to develop

the basis of national education by putting character

education as the core spirit in carrying out education,

and to increase the potential of all elements involved

in strengthening character education (educators,

students, parents and the community).

The SCE Program has the main values of

religion, nationalism, independence, cooperation,

and integrity, all of which become one unit that

develops together to form a whole personality (Putri,

2018; Sekretaris Jenderal Kementerian Pendidikan

dan Kebudayaan, 2017). The SCE Program is

carried out in three approaches, namely classroom-

based SCE Program, school-based SCE program and

community-based SCE Program. The focus of this

article is the implementation of classroom-based

SCE Program approach. There were several studies

on SCE program that presented the implementation

of the SCE Program integrated in several activities

at schools, such as classroom activities in languages,

through extracurricular activities, involving parents,

and using various learning strategies such as through

Andayani, ., Akbar, M. and Situmorang, R.

Evaluating the Implementation of Strengthening Character Education Program using CIPP Model in Elementary Schools.

DOI: 10.5220/0008993200200025

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 20-25

ISBN: 978-989-758-405-3

traditional songs and discovery learning approach

(Fauzi, & Zainuddin, 2017; Sulistiyowati, 2013;

Ridwan, 2018).

The main values of SCE program are integrated

into the curriculum intended to foster and strengthen

knowledge, instill awareness, and practice the core

values of SCE. Teachers can make optimal use of

the material that is already available in the

curriculum contextually by strengthening the main

values of SCE. The importance of SCE is related to

various problems that occur in the community, such

as violence, corruption, and manipulation; therefore,

the SCE program is needed at school. Gradual

improvement can be achieved by incorporating

character education programs into integrated

education curricula and ultimately impacting on the

improvement of character education for schools

(Chen, 2012; Maruyama, 2013).

Previous studies have shown that student

character assessment has not used the appropriate

measuring tool. Some of values of character

education can be observed from the behavior

exhibited by the teacher and students during the

learning activities. Some elementary school students

that were observed showed respect for teachers, such

as greeting when they met and asking permission

before leaving class. While some other students

seemed not to care about the teacher who was

teaching in class. It indicates that the impact of the

character education program have not been fully

reflected in the behavior of students at schools.

South Tangerang City is a twin city that supports

Jakarta, the capital city of Indonesia. In line with the

slogan of the city, Smart, Modern, and Religious, the

SCE Program is one of the policies of the City

Government to be implemented. In 2017, there were

157 elementary schools that implemented the SCE

program. However, there has not been a

comprehensive evaluation since the program was

implemented for 3 years. In this study, researchers

focused more on evaluating the implementation of

the SCE program in elementary schools in South

Tangerang using the CIPP Model that had never

been done by other researchers before. Previously,

there were two studies on the evaluation of the SCE

Program that showed different results. In terms of

planning, implementation, and the results of the SCE

Program in primary school, it was conducted well.

However, the implementation of the SCE Program

in junior high school, especially mathematics,

needed to be improved, especially from the

readiness of the teacher (Syamsani, 2019; Taunu &

Iriani, 2019).

Context, Input, Process, Product (CIPP) model is an

evaluation developed by Daniel Stufflebeam.

Context means stages or background that influences

SCE program planning. Context also means how

rational the SCE program is. Input means quality of

input that can support the achievement of the

coaching program. Process means the

implementation of programs and use of facilities in

accordance with what has been planned. Meanwhile,

Product means the results achieved in the

implementation of the program. The researcher

selected the CIPP evaluation model since each type

of evaluation related to decisions is related to more

operational planning and provides a more

comprehensive evaluation format for the object

being evaluated (Mahmudi, 2011).

2 METHOD

The method used in this study was qualitative

approach with descriptive type. Data were collected

through non-participant observation and in-depth

interview at five elementary schools in South

Tangerang, Indonesia. The selected schools

represented several primary school categories. There

are elementary schools appointed by the

Government to be a model in the implementation of

the SCE Program. Furthermore, elementary schools

learn from model schools and independent schools,

i.e. elementary schools that carry out the SCE

Program independently. Participants consisted of six

people from each school, namely school principal,

two class teachers, and students of lower and upper

grade. Observation is carried out by observing and

recording the behavior of students who are shown

during learning activities. Each observation was

made with a duration of approximately 60 minutes.

Researchers conducted observations in each upper

class and lower class. The key informants in this

study were teachers, while other supporting data

were obtained through additional informants,

namely principals and students. Researchers

conducted interviews with five principals and ten

class teachers; the results of the interview were

recorded. Some items that became questions in the

interview related to school policy, five main values,

program structure, SCE implementation approach,

the process of integrating activities in class, school,

and outside school, supporting facilities, and school

evaluation of SCE programs.

The research data that has been obtained through

several collection techniques was then analyzed by

reducing data according to the needs of the study

Evaluating the Implementation of Strengthening Character Education Program using CIPP Model in Elementary Schools

focus. Based on Miles-Huberman model, qualitative

research was conducted in three steps, namely

reducing data, data display, and data verification.

The data that has been reduced was then presented

and conclusions were drawn. Checking the validity

of the data was conducted by researchers to examine

the truth of the data that has been obtained. The

validity of the data was done through credibility

techniques including triangulation and extension of

the time of observation.

The objective of this study was to evaluate the

extent of the implementation of strengthening

character education programs using the CIPP

evaluation model. The CIPP Model according to

Nicholson, Stufflebeam, and Doyle and Wood

(Asfaroh, 2017) consists of context evaluation,

namely to assess needs, problems, assets and

opportunities to help policymakers set goals and

priorities, and help other groups of users know

goals, opportunities and results. Input evaluation

was carried out to assess alternative approaches,

action plans, staff plans and funding for the

continuity of the program in meeting the needs of

the target group and achieving the stated objectives.

Process evaluation was intended to assess the

implementation of a predetermined plan to help

implementers carry out activities. Then, product

evaluation will be able to help other user groups to

know the program performance and estimate the

results (Farida, 2008).

Figure 1. Procedure of the Research

3 FINDINGS AND DISCUSSIONS

The evaluation of the CIPP model aims to evaluate

educational programs, including programs to

strengthen character education. CIPP is an

evaluation model that evaluates a program

comprehensively from each component, i.e. context,

input, process, and product.

In terms of context, this study is planning a

program to strengthen character education in

elementary schools; input is supporting facilities in

implementing SCE program; processes include SCE

program implementation activities; and product is

SCE program.

CIPP has the ability to study programs on four

different but interrelated aspects (Osokoya, Atinmo,

Ajayi, & Sarumi, 2010). The feedback process is

more focused on all program components and allows

the placement of different focus on each aspect. The

CIPP model aims to improve rather than test the

effectiveness of a program (Asfaroh, 2017).

This research is limited to the evaluation of

classroom-based SCE program. From data analysis,

the results of evaluating the implementation of SCE

Program using the CIPP model in South Tangerang

Elementary Schools cover four aspects as follows:

3.1 Context Evaluation

A positive classroom climate for students will

motivate students to enjoy class activities. Students’

views on the classroom environment had an impact

on classroom conditions that are conducive to

learning. Students understand how the classroom

environment supports their learning experiences

(Kershner, 2000). The context evaluation aims to

identify the needs, problems, and potential of the

school in helping make decisions and design

programs to achieve the program’s objectives. The

context evaluation in this study was plan designed

by the school in implementing the SCE program.

Planning is a unit that contains the objectives and

activities to be carried out to achieve the goals set,

which contains the vision - mission, integrity of

values in the school program, identification of types

of activities in school, development of learning

materials, and development of implementation

activities. The five schools that were the subjects of

the study used the 2013 curriculum. The

implementation of the 2013 curriculum emphasizes

the thematic style of learning that inserts character

education.

ICELS 2019 - International Conference on Education, Language, and Society

Learning planning activities start from

providing a learning program design, which

incorporates the values of character education. At

the planning stage, the school conducts outreach to

teachers about SCE programs that need to be

implemented by the school. Schools design various

programs, namely 1) following up on the rules of the

SCE Program from the government by compiling

more operational rules, 2) designing various

programs to support the implementation of the SCE

program, and 3) a guidebook for SCE program

manager. The schools develop various rules which

need to be implemented in schools related to the

development of student character education.

Teachers as manager of character education are

given guidelines and rules that need to be obeyed.

3.2 Input Evaluation

Input evaluation includes several items, namely

human resources, class management, and supporting

facilities. Human resources include the principal,

teachers, and students. The role of the principal is to

be a trusted and visionary leader in helping

implement the SCE program. While the teacher is

authorized and has autonomy in the learning process

to direct, build a learning culture, evaluate and invite

all students to make a joint commitment so that the

learning process becomes more effective and

successful. In terms of teachers input, all teachers

had and were undergoing PGSD S1 qualification

education and had more than 10 years of teaching

experience in elementary school. While the

characteristics of students from 10 classes had

diverse backgrounds in terms of economy and

ability. However, none of these students were

included in children with special needs.

Class management was still managed in a

conventional manner, tables and benches are placed

facing one direction, i.e. to the front of the class.

However, one school conducted the learning process

on the floor without using benches and desks. In

each classroom, a bathroom is provided for students

to clean their bodies after taking a nap. It is the core

of the activities in the classroom. School support

facilities generally include prayer rooms, libraries,

classrooms and the field. Facilities at schools need to

be considered because various facilities at the school

where students’ interactions affect the development

of student character (Darmayanti, Stovika E.,

Wibowo, 2014).

In terms of students input, they are students

with average or moderate abilities. Class and student

management, the use of learning strategies, and the

use of attitude measuring instruments are parts of the

process aspects. Most teachers claimed to use varied

learning strategies. Some had used LCD equipment

and laptops to explain the material.

3.3 Process Evaluation

Process evaluation refers to the practice of

implementing SCE programs, namely the integration

of SCE program into the curriculum, classroom

management, and the learning process or teaching

and learning activities in the classroom. SCE

program values had been implicitly included in the

learning implementation plan. However, in practice,

learning is more focused on academic assessment.

Based on the SCE Program, the learning design

had not fully referred to the SCE Program indicators.

Learning is implemented in accordance with the

curriculum used by adding some of the SCE

Program values. In the implementation phase, the

teacher implicitly enters the SCE values during the

learning process so that the subjects being taught can

be mediated to develop student character education.

In addition, school community tried to be

exemplary that referred to SCE values, including

principals, teachers and students. Exemplary started

from the beginning of the existence of students at

school until the end of class. This is used as daily

habituation aiming that the school community can

develop character education. These habits include

courtesy at school, such as greeting the teacher,

asking permission if they want to go outside the

classroom, apologizing when they do wrong,

familiarizing cooperation between students and

respecting each other, respecting time by prioritizing

discipline, maintaining cleanliness, caring for

environment, and other matters related to the five

main SCE values, namely religious, nationalism,

integrity, independence, and mutual cooperation.

One of the school’s efforts to implement

religious values was taking part in the “Recite Islam

Holy Book Program” every Friday instructed by the

Tangerang City Education Office. The study

program aims to get students used to doing religious

activities. While the value of nationalism is

developed through regular ceremonies every

Monday, commemorating Independence Day, and

learning and introducing a variety of languages,

cultures, and tribes in Indonesia.

Coaching and refining SCE is carried out in an

integrated manner in daily activities at school.

Teacher guidance to continue implementing SCE is

carried out through various outreach and routine

Evaluating the Implementation of Strengthening Character Education Program using CIPP Model in Elementary Schools

meetings held at schools. While students are given

an understanding of the value of SCE through

lectures and daily and monthly activities. Examples

of daily activities that have been accustomed are

reading prayers before starting the activity,

exchanging greetings, class picket activities, getting

used to doing assignments honestly without

cheating, and throwing garbage in trash bin. While

monthly activities include conducting tours to tourist

attractions or religious and historical sites.

Learning is not always a lecture, but it is

combined with practice, group discussions, even

experiments. All teachers had used a measuring

instrument to assess the attitude in the form of a

rubric. There were several studies related to the

management of learning that can strengthen the

character of their students through various learning

strategies that have a scientific approach (Fauzi &

Zainuddin, 2017; Daniati & Subiyantoro, 2019). All

teachers admited that they and students applied the

values of character education in the classroom such

as praying before starting lessons, acting polite

speech, and familiarizing things that were good to

students such as asking permission if going out to

the bathroom. On the other hand, direct observation

in the classroom showed that there were teachers

and students who had not revealed speech acts that

supported the planting of SCE values in the

classroom. Each student had their own behavior,

while the teacher could not control the commotion

of the students. Exemplary teachers were examples

of moral attitudes, behavior, speech and mentality

that were used as examples for students (Mulyana,

Sunjaya, Widaniati, Ruswandi, Fajar, 2019)

3.4 Product Evaluation

The last aspect in CIPP evaluation is product.

Product evaluation is an assessment of the success of

the program in achieving its objectives. Product

evaluation on the SCE Program is carried out to

assess the success of the SCE Program

implementation, whether it has been carried out in

accordance with the objectives or requires

improvement. The results of this evaluation show

what aspects have been achieved and the program’s

follow-up plans. Changes in student attitudes or

behavior are not easy to observe. All teachers used

the attitude assessment rubric to keep abreast of the

values of each student’s character. Some teachers

also provided behavioral development books that

must be filled at home by parents and by the

students themselves. From the appearance of

everyday student behavior, it was found that

habituation to acting speech and being polite had

become a habit (shaking hands with guests without

being told, and greeting guests with greetings). But

there were still a small number of students in

elementary school who show less polite speeches

and indifferent to guests. Therefore, it can be traced

that the role of the teacher in terms of speech acts

has an influence on students’ obedience in terms of

politeness. There was a belief that teacher politeness

has an indirect effect on students’ intentions to obey

(Sondang, 2015)

Based on the result of the evaluation using CIPP

models, SCE program in South Tangerang schools

had been practiced by teachers and students in class.

One indicator that the evaluation process can run

effectively is that the school needs to analyze the

needs of the first character to be given to students at

school (Soekardi, 2015). Evaluation of character

education can be developed so that character

education can be applied more effectively at

elementary schools (MAK, 2014)

4 CONCLUSIONS AND

RECOMMENDATION

Evaluation of the implementation of class-based

strengthening character education program in the

South Tangerang elementary schools using CIPP

had been carried out in accordance with SCE

program guidelines. However, there were some

students show behaviors that did not reflect

character values.

Therefore, it is recommended to develop learning

devices to habituate character values. The learning

set need to be used in the classroom to familiarize

teachers and students to act politely.

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Evaluating the Implementation of Strengthening Character Education Program using CIPP Model in Elementary Schools