An Evaluation of the Physical Education Learning Program at Bina

Tama Vhs for Health of Yogyakarta in 2016/2017 using

the Cipp Model

Akhmad Nang Laksono

, Dimyati

Faculty of Sport Sciences,Yogyakarta State University, Colombo Street No.1, Yogyakarta, Indonesia

Keywords: Evaluation, Learning Program, Physical Education, CIPP Model.

Abstract: This study aims to evaluate the physical education learning program at Bina Tama VHS for Health of

Yogyakarta in 2016/2017 in terms of (1) context, i.e. the relevance of the physical education learning

materials to the School-Based Curriculum (SBC); (2) input, i.e. the teachers’ background and

infrastructure facilities for physical education; (3) process, i.e. the implementation of physical education

learning; and (4) product, i.e. the students’ achievement. This was an evaluation study employing the

CIPP (Context, Input, Process, Product) model developed by Stufflebeam (1985) using the qualitative

descriptive approach. The research subjects were 2 physical education teachers and 78 students. The study

was conducted Bina Tama VHS for Health of Yogyakarta from 20 February to 25 March 2017. The data

were collected through documentation, observations, and interviews. The qualitative data were analyzed

by means of the descriptive technique. The research instrument validity was assessed by expert judgment.

The results of the study were as follows. (1) Based on the results of the context evaluation, the learning

materials had been relevant to the SBC, but there were teachers’ policies related to the school limitation.

(2) The results of the input evaluation showed that the teachers’ education background was the bachelor’s

degree (S1) from the department of Sports Education with a teaching experience of 1 year and 5 years,

and the relevance of infrastructure facilities for physical education was 69.23%, which is good. (3) The

result of the process evaluation comprising the implementation of physical education learning was good.

(4) The product evaluation, namely the students’ learning achievement, was very good.

1 INTRODUCTION

Education is one of the important factors in the

development of human resources in the world.

Education does not recognize age or place. Law

number 20 of 2003 concerning the National

Education System states that national education

functions to develop capabilities and shape the

character and civilization of a dignified nation in

order to educate the life of the nation, aiming at

developing the potential of learners to become human

beings who believe in and fear God Almighty , noble,

healthy, knowledgeable, capable, creative,

independent, and become citizens of a democratic and

responsible. Thus, it can be concluded that education

must be reviewed at all times according to the

demands of world development through educational

institutions, namely schools, in order to create

humans in accordance with the ideals of the

Indonesian people, namely in order to educate the

nation's life.

At school, students are equipped with various

kinds of science and technology that can later be

useful and become a provision to face the world of

work in the life of society, nation and state. Among

the various types of science are physical education

subjects.

Physical education is one of the subdisciplines of

science in the curriculum in schools. Physical

education as an educational process that utilizes

physical activity must be planned systematically to

develop and improve individuals organically,

neuromuscularly, perceptually, cognitive, socially,

and emotionally within the framework of the national

education system (Depdiknas, 2003).

Physical learning can run successfully and

smoothly determined by several elements, including

teachers, students, curriculum, infrastructure,

objectives, methods, supporting environment, and

Laksono, A. and , D.

An Evaluation of the Physical Education Learning Program at Bina Tama Vhs for Health of Yogyakarta in 2016/2017 using the Cipp Model.

DOI: 10.5220/0009789405030508

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 503-508

ISBN: 978-989-758-457-2

503

assessment. If the performance of one of these

components has not worked optimally, it will affect

the physical education learning program in achieving

its goals (Suryobroto, 2004).

Yogyakarta Bina Tama Health Vocational School

is a newly established school and has only graduated

three generations. One of the characteristics of the

Yogyakarta Bina Tama Health Vocational School is

that the majority of students are women consisting of

2 class XII, 3 class XI, and 4 class X. The curriculum

at Health Vocational School uses the School-Based

Curriculum (SBC).

Physical education learning materials in

Yogyakarta Vocational School Bina Tama Health

that were delivered were in accordance with the SBC

syllabus, but not all material in the syllabus could be

implemented. This material cannot be implemented

due to several reasons, such as lack of facilities and

infrastructure as well as school policies.

Based on a survey that has been done previously

in the physical education learning at the Yogyakarta

Vocational School of Health, 2 teachers applied the

demonstration, lecture and observation methods. The

method used is reinforced by the use of instructional

media, such as the modification of the paralon as a

relay stick and using power point media for theory.

Based on an interview with a physical education

teacher at Yogyakarta Bina Tama Health Vocational

School, because the majority of students are girls,

they usually complain like laziness, fear of heat, fear

of fatigue, menstruation, etc., but conversely there are

students who are eager to follow physical education

learning. The least participation of female students in

physical activity is due to the frequent permission of

female students to not participate in physical

education activities at school when menstruation,

minor injuries and or perceived physical education

burdens women (Soekarno, W., 1977). It can also be

caused by existing facilities and infrastructure in

schools, especially in sports facilities such as

damaged basketball hoops. The field which is usually

used for sports is not comfortable, because it is still

used for traffic and parking for school residents. By

understanding the importance of physical education

in an effort to achieve national education goals, there

is an imbalance when there is no optimal effort in the

physical education learning program at the

Yogyakarta Vocational School of Health, as

explained above.

According to information, there has never been an

evaluation of a physical education learning program

in Yogyakarta Health Vocational School Bina Tama.

One step to achieve the goal of physical education

learning is knowing how high the supporting

components are in the physical education learning

program by evaluating these components. After the

physical education learning program is evaluated, the

teacher can find out which components need to be

increased in effectiveness. Program evaluation, is "an

effort to find out the level of implementation of a

policy carefully by knowing the effectiveness of each

component” (Arikunto and Safruddin, 2014).

According to the Law of the Republic of

Indonesia Number 20 of 2003 concerning the

National Education System Article 57 paragraph (1),

the evaluation is carried out in the context of

controlling the quality of education nationally as a

form of accountability of education providers to

interested parties, including among students,

institutions, and educational programs. It becomes the

basis for researchers to conduct evaluation research at

Yogyakarta Vocational High School of Health.

Yogyakarta Bina Tama Health Vocational School

is a newly developed school, therefore, to find out the

performance of the components that are less than

optimal, it is necessary to conduct an evaluation to

accelerate the achievement of physical education

goals in the school. There are several evaluation

models, including the evaluation model CIPP

(Context, Input, Process, Product) developed by

Stufflebeam. The CIPP evaluation model is carried

out systematically to evaluate whether the program

has been implemented with the right steps

(Mulyatiningsih, E, 2012). Evaluation activities

include in terms of context, input, process, product.

From the above problems, the researcher wants to

evaluate the physical education learning program in

Yogyakarta Vocational High School of Health by

using the CIPP model and therefore, this study is

entitled "Evaluation of Physical Education Learning

Programs in Yogyakarta 2016/2017 Bina Tama

Health Vocational School Using the CIPP Model."

2 RESEARCH METHOD

This type of research is evaluative research.

Evaluative research is used to obtain information by

comparing the suitability of existing conditions with

predetermined criteria or standards. Evaluative

research requires certain criteria, namely a

comparison of data and the real condition of the

object under study (Arikunto S, 2014).

This evaluative study used the CIPP (Context,

Input, Process, Product) model developed by

Stufflebeam. This research used desciptive

qualitative approach. A qualitative descriptive

approach was used to describe the physical education

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

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learning program at the Yogyakarta Vocational

School of Health in accordance with the sources and

types of data needed.

2.1 Time and Place of Research

This research was conducted at the Vocational School

of Health, Bina Tama Yogyakarta, Jl. Yogja

Monument Back No. 134 Yogyakarta. This research

was conducted on February 20, 2017 until March 25,

2017.

2.2 Research Subject

The object of this research was a physical education

learning program at the Vocational School of Health,

Bina Tama, Yogyakarta. The population is the whole

subject of research (Arikunto, S., 2014). The

population of this study consisted of 2 physical

education subject teachers and all students. The

number of students in this study consisted of 216

students consisting of 4 classes X, 3 classes XI, and 2

classes XII.

2.3 Procedure

This study used the criteria chosen by researchers as

a benchmark regarding the components to be

evaluated. These criteria can be seen in the following

table.

Table 1: Evaluation Criteria.

Indicato

Data source

The relevance of

learning material to

SBC

SBC Basic Competence

Teacher's background Ministry of Education

Regulation no. 16 of

2007 concerning teacher

academic

ualifications

Physical education

facilities and

infrastructure

Ministry of Education

Regulation no. 40 of

2008 concerning SMK

rocess standards

Implementation of

learning

Ministry of Education

Regulation no. 41 of

2007 concerning process

standards

Student learning

achievement

School Criteria

2.4 Data Collection Instruments and

Techniques

Data collection instruments included interview

guidelines, documentation, and observation sheets.

The researcher determined the criteria for each

component, then the instrument is tested by Dr. Sri

Winarni, M. Pd as an expert for expert judgment to

get instrument validation.

2.5 Data Analysis Technique

The data analysis technique used in this research was

descriptive analysis, namely by describing and

interpreting data from each of the aspects evaluated.

The data collected were analyzed with qualitative

descriptive analysis techniques in accordance with

the evaluation model used in this study. The results of

the study were described with data analysis

techniques for each aspect.

The steps used in analyzing the collected

observation data were: (1) scoring the results of

observations. (2) adding up the total scores for each

aspect. (3) grouping the scores obtained based on the

level of tendency. and (4) looking at the percentage

of each trend with the existing categories, so

information was obtained about the results of the

study. Scoring and evaluation using a scale of 4,

namely 1, 2, 3, and 4. Data obtained through

observation were assessed by looking at trends.

While the interview data and documentation were

analyzed descriptively qualitatively through stages:

(1) data reduction. (2) data presentation. and (3)

drawing conclusions (Sugiyono, 2013).

3 RESEARCH RESULTS AND

DISCUSSION

3.1 Research Result

Evaluation of physical education learning programs

in Bina Tama Health Vocational School is carried out

through the presentation of evaluation results data

which can be described as follows.

3.1.1 Context Evaluation

Context evaluation is evaluating the suitability of the

material being taught in physical education subjects

at the Vocational School of Health, Bina Tama,

Yogyakarta and SBC. Based on the results of the

interview, the researcher obtained information that in

An Evaluation of the Physical Education Learning Program at Bina Tama Vhs for Health of Yogyakarta in 2016/2017 using the Cipp Model

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making the materials or the lesson plan (RPP), the

teacher had referred to the SBC. However, in its

implementation, not all basic competencies can be

conveyed, especially in class XII. The teacher was

hampered by the limitation of effective time in

conveying all of these basic competencies, because

the allocation of Physical Education learning time

was used for conducting the exam. From the results

of the documentation sheet, the researcher obtained

information that was based on SBC from the basic

competencies (KD) of the VOCATIONAL

SCHOOL, namely 17 KD for class X and XII, and 19

KD for class XII. The Physical Education learning

materials in Vocational High School were in

accordance with SBC. However, for its

implementation was still not optimal.

The materials that were not carried out were

swimming. For class XII of 19 KD, there were only

18 KD for theory and 15 for practice. As the teacher

1 said, the practice was not practical because the time

spent on the practical examination was ineffective.

3.1.2 Input Evaluation

Based on the results of data collection, it can be seen

that there are 2 physical education subject teachers,

male and female. Their educational backgrounds

were the Bachelor degree of Education (S1) majoring

in Sport Education, namely the Physical Education,

Health, and Recreation Study Program S1 that has

been accredited A from Yogyakarta State University,

and it was relevant to the Physical Education subjects

in SMK.

Teacher 1 in class XI and XII has 5 years of

teaching experiences and also teaches at SMK 1

Depok Sleman, while teacher 2 in class X has one

year of teaching experience.

3.1.3 Facilities and Infrastructure

Yogyakarta Bina Yama Health Vocational School has

an area of less than 1000 m2 and a sports area of less

than 30 x 20 m with 216 students. Physical education

facilities and infrastructure that meet national

education standards are 36 types out of 52 according

to national education standards. The percentage of

conformity of physical education facilities and

infrastructure is 36:52x100% = 69.23%, which is

considered as good.

The results of observational data analysis showed

that the implementation of Physical Education

learning had an average of 116 included in both

categories.

The product evaluation results showed the

average odd semester report card grades for physical

education subjects of students with an average value

of 84 using the predetermined category division,

included in the excellent category.

3.2 Discussion

Physical education learning in Bina Tama Health

Vocational School should be designed, implemented,

and supported with adequate component,s so that

optimal learning outcomes can be achieved. Physical

education learning that can run successfully and

smoothly is highly determined by several elements,

including teachers, students, curriculum,

infrastructure, objectives, methods, supporting

environment, and assessment (Suryobroto, 2004).

In relation to the success of criteria, the evaluation

results are grouped into three categories, namely very

good, good, and not good. Ideally, the evaluation

results are expected to reach the excellent category.

Discussion on the evaluation of these components

will be described as follows.

3.2.1 Context Evaluation

The results of the study found that the RPP and the

material used were in accordance with SBC Penjas.

However, in practice, not all basic competencies

could be conveyed. The learning materials that cannot

be delivered at the class will affect students’ basic

abilities. Material is the subject matter that students

must learn as a means of achieving basic abilities and

it will be assessed using assessment instruments

based on indicators of learning achievement (Susilo,

2007).

From the results of the interview, in presenting the

material contained in basic competencies, not all of

the material was conveyed properly. The reason was

that there are some materials that are less attractive to

students who are predominantly female, such as big

ball and athletic games. Therefore teachers looked for

material that has the potential to be of interest to

students, such as rhythmic gymnastics. SBC

implementation will lead to the implementation of

learning, namely how to make curriculum content can

be digested by students appropriately and optimally.

Thus. based on the theory, the teacher can analyze the

potential material that students are interested in and it

is hoped that the teacher can arrange the material

based on the students' abilities (Mulyasa, 2009).

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

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3.2.2 Input Evaluation

At Bina Tama Health Vocational School in

Yogyakarta, there were 2 physical education teachers,

male and female. Their educational backgrounds

were the Bachelor degree of Education (S1) majoring

in Sport Education, the study program Physical

Education, Health, and Recreation Accredited S1 A.

It is in accordance with Permendiknas number 16 of

2007 which states that teachers in vocational schools

must have a minimum educational qualification of D-

IV or an appropriate undergraduate study program

(S1) based on the ssubjects being taught, and from a

study program that is covered.

Teacher 1 has taught experience for 5 years, and

at the same time he has also taught at SMK Negeri 1

Depok Sleman. Meanwhile, teacher 2 in class X has

one year of teaching experience. Although it has not

been very long, the teachers can provide good service

to students during Physical Education learning as

seen from the evaluation results of the Physical

Education learning process in this study. Teachers

with relevant teacher training background are more

easily adapted to the school environment, because it

is equipped with a set of supporting theories

(Widoyoko, 2005).

Percentage of the level of conformity of physical

education facilities and infrastructure in the

Yogyakarta Vocational School of Health, based on

Permendiknas no. 40 of 2008 was 69, 23% included

in the good category, but there are still some facilities

and infrastructure that are not yet available or not in

accordance with the criteria, such as the width of the

sports field. It is under 20x30 meters, and it is also

used for vehicle traffic with many small stones.

The function of physical education facilities and

infrastructure is to facilitate the course of physical

education learning. From the above opinion, it can be

seen that the fulfillment of physical education

facilities and infrastructure in schools will help

students more easily understand the learning material

to be delivered, as well as have experience in using

predetermined physical education facilities

(Suryobroto, 2004).

Evaluation of the process of learning in Physical

Education at the Yogyakarta Vocational School of

Health included the implementation of Physical

Education learning. It showed an average of 116,

considered as the good category. However,

researchers found that the teacher gave punishment

for some students who are late in participating in

learning. learning is an activity with organized the

environment and it connects all environmental

components with students so that students can carry

out teaching and learning activities well (Nasution in

Sugiharto, et al, 2012).

The use of methods tailored to the learning needs.

The teacher also gave an assignment to find

information about the material that would be

delivered at the next meeting. The teacher was also

communicative to students by opening questions,

giving answers and discussing the materials that have

been submitted as a reflection. Learning was carried

out in the classroom, and the teacher utilized projector

media as a facility to deliver material in the form of

video and power points, so that students are more

interested in participating in learning, and hopefully

the material delivered can be received easily. Related

to the learning processwithout a clear strategy, the

learning process will not be directed and it will be

difficult to achieve learning objectives optimally

(Wina, 2009).

The product evaluation results showed the

average score of odd semester report cards in physical

education subjects of students with an average value

of 84 using predetermined categories, included in the

excellent category. However, based on the results of

interviews with Physical Education teachers, students

were lack of discipline, which means students were

less ready to participate in Physical Education

learning. Besides that, the affective domain

assessment in the form of assessment of attitudes is

also needed, because physical education is also

related to the development of social aspects of

students (Suherman, 2000).

4 CONCLUSIONS

Based on the results of the study, it can be concluded

that in general, aspects of the context, input, process,

and product of the physical education learning

program at the Vocational School of Health,

Yogyakarta Bina Tama were not fully in accordance

with the standards. There were several components

found in aspects that are still not appropriate or had

not reached the standards, namely the suitability of

the physical education facilities and infrastructure,

and the implementation of physical education

learning which was still in good category. The results

of this study can be specifically concluded as follows.

4.1 Context

The material used in physical education learning was

already relevant to the Vocational School Physical

Education SBC, although not all basic competencies

were delivered, and the teacher's policy in filling in

An Evaluation of the Physical Education Learning Program at Bina Tama Vhs for Health of Yogyakarta in 2016/2017 using the Cipp Model

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the material that was not conveyed is materials that

are interested for students.

4.2 Input

The educational background of physical education

teachers had been relevant to physical education

subjects, namely undergraduate graduates (S1)

majoring in Physical Education courses in Physical

Education and Recreation with teaching experience

of 5 years and 1 year. These results were in

accordance with the standards of teacher academic

qualifications through formal channels as written in

the Ministry of Education Regulation no. 16 of 2007.

Physical education facilities and infrastructure

available were not in accordance with the standards

set by the Ministry of Education no. 40 of 2008

concerning Vocational School facilities and

infrastructure standards.

4.3 Process

The quality of the process of implementing physical

education learning in the Vocational School of

Health, Bina Tama Yogyakarta was considered in the

good category and was in accordance with

Permendiknas no. 41 of 2007 concerning the standard

processes contained in BSNP, although there were

still students who arrived late in attending physical

education learning.

4.4 Product

Product quality, in the form of student achievement

as seen from the results of odd semester report cards

in physical education subjects, were considered as

very good. However, there were still students who

were lack discipline in participating in Physical

Education learning.

5 SUGGESTIONS

Based on the results of the research obtained,

researchers may be able to provide suggestions to the

school and related parties in this research, for the

success of the Physical Education Learning Program

at the Vocational School of Health, Yogyakarta,

including context, input, process and products. In

terms of context, preferably all material can be

delivered by considering the students’ interests. In

terms of input, seeing the teaching experience of

teachers who are still lacking, teachers should

continue to develop teaching skills and improve their

competencies, as well as physical education facilities

and infrastructure for the better and smoother quality

of learning, and for improving the school standards.

In terms of process, there are weaknesses in

classroom management and the methods used are

monotonous, so teachers and students must work

together to create the implementation of Physical

Education learning in accordance with process

standards. Finally, in terms of products, student

learning achievements have reached KKM and it

needs to be maintained and improved.

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YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

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