The Evaluation of the Curriculum of Japanese Department of

Universitas Komputer Indonesia by using Context Input Process and

Product Model

Soni Mulyawan Setiana, Rusman and Mohammad Ali

Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi 229 Bandung, Indonesia

Keywords: Evaluation, Curriculum, Japanese Department, CIPP model

Abstract: This research was aimed to discuss about the profile and curriculum of Japanese Department for Bachelor

Degree at Universitas Komputer Indonesia. It included the students’ achievement and the result of tracer

study toward alumni as well as the users about the alumni’s competence at work. Based on the investigation,

the curriculum content of this Department need improvement to be the excellenced curriculum. This

research used the Context, Input, Process, and Product (CIPP) model. The research design was descriptive

qualitative research. The data were taken through documentation studies and interviews to the head of

Japanese department and to the dean of Faculty of Letters at Universitas Komputer Indonesia. The findings

become the good references for the stakeholders and the institution to develop the curriculum dynamically

in accordance with the needs of the users.

1 INTRODUCTION

The Japanese Department is one of the

undergraduate departments developed by the

Universitas Komputer Indonesia. This department is

considering the demands of human resources

development in the field of Japanese language and

literature, and professionally in linguistic and

literary activities which require firm conceptual

foundations.

The department as a maker of graduates need to

always improve itself in order to balance the

progress of science and technology as well as the

demands of human resource development on local,

regional, national, and global communities.

Currently, the Japanese Department Faculty of

Letters of UNIKOM is accredited Good, according

to The Decree of National Accreditation Board of

Higher Education (BAN-PT) No. 0428/SK/BAN-

PT/Akred/S/I/2017 on the Status, Grade, Ranking,

and Effectiveness Based on Accreditation of

Undergraduate Program in Higher Education.

In order to face the ASEAN Economic

Community (MEA), then college graduates are

required to have qualifications that are standardized

with special skills and knowledge in their field. so,

the formulation of curriculum and standardization of

learning achievement of each course should be based

on the competencies required in the Indonesian

National Qualification Framework (KKNI).

Therefore, one of the efforts undertaken by the

Japanese Department UNIKOM to improve the

quality of its graduates is to review the curriculum

that is being applied both to the content of the course

and the design of the curriculum as a whole by

involving various parties, such as academic

community, alumni, and stakeholders.

Yap and Reston (2014) put forward the reason

for the need for evaluation in higher education, that

is to know the difference of the competence of

college graduates with the skills needed for the work

in order to produce graduates who can overcome the

demands of the rapidly changing global society.

The focus of this research is study on the

evaluation of Japanese Department of Universitas

Komputer Indonesia using the Context, Input,

Process, and Product (CIPP) model. The CIPP

evaluation model is a comprehensive framework to

guide the evaluation of a program, project,

personnel, product, institution, and decision-oriented

system. In accordance with its abbreviation, the

CIPP model is an evaluation model that includes

context, input, process, and product. In general,

every part of four evaluations has the question

Setiana, S., Rusman, . and Ali, M.

The Evaluation of the Curriculum of Japanese Department of Universitas Komputer Indonesia by using Context Input Process and Product Model.

DOI: 10.5220/0009016300002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 52-55

ISBN: 978-989-758-470-1

"What needs to be done?", "How should it be done?"

"What does it do?", "Does it work?". (Stufflebeam:

2007)

Aliakbari & Ghoreyshi (2013) explains that the

model CIPP is correctly adopted as a theoretical

framework for evaluating programs that have been

or are being run to detect the strengths and

weaknesses of the learning process and providing

constructive feedback for the improvement of the

program. Tokmak, Baturay, and Fadde (2013)

explain the reason for choosing a CIPP model to

evaluate an online master program, that is because

the model is based on evaluation and redesign of the

program by defining participants' needs in terms of

context, strategy, planning, activities, interaction,

and assessment. Moreover, the CIPP model aims to

help decision makers make improvements in the

program.

Meanwhile, Dalton (2003) explain that the CIPP

Model is helpful to the stakeholders in making a

decision. Furthermore, Babatunde (2012) adds that

the CIPP model is particularly suitable for

stakeholders to provide a basic framework for

program planning, implementation and assessment.

Karimnia and Kay (2015) also used the CIPP

model in evaluating the TEFL Program at the

undergraduate level at Azad Islamic University in

Iran to find out student's responses using

questionnaires and lecturer's responses through

semi-structured interviews on the implementation of

the TEFL program.

This paper examines how the development of

Curriculum of Japanese Department is done by the

university, what contents need to be strengthened

and become the leading curriculum of Japanese

Department in the future as well as tracer study

result to its graduates and user about competence of

graduates. The result will be an important input for

stakeholders as well as institutions in this case the

Japanese Department to develop a dynamic

curriculum that suits the needs of the field.

2 METHODS

This research used descriptive analysis method with

the instrument of research in the form of

documentation studies and interview with the Head

of Japanesse Department and the Dean of Faculty of

Letters of Universitas Komputer Indonesia.

Evaluation of CIPP model is used in this research

to evaluate the context of vision, mission, objectives

and objectives of Japanese Department, input in the

current curriculum as well as the competence of the

expected graduates, and products in the form of

tracer study results to graduates and users about

competence of graduates.

3 RESULT AND DISCUSSION

Based on interview and documentation study on

Vision, Mission and Objectives of Japanese

Department of Unikom obtained information that: 1)

The Vision of the Japanese Department is to become

a Japanese Department based on information

technology, globally, and become the pre-eminent

center of Japanese linguistics and literature that

supports national development with the interests of

society, nation, and country; 2) The mission of the

Japanese Department is to organize higher education

in Japanese linguistics and literature towards the

establishment of a society with a conducive

education system, the use of qualified human

resources with a consistent quality control based on

the principle of quality is our tradition. This mission

represents the spirit of how the Japanese Department

is in an effort to provide education, oriented to the

full human development in order to achieve civil

society and in its achievement created a system and

atmosphere of a conducive education. Utilization of

human resources can be manifested not only through

the activities of formal education, but also through

various partnership and community service.

Therefore, the development of partnership network

becomes one of the priorities for the Japanese

Department so that its existence becomes more

meaningful interconnectively in the national and

international association. Thus, the Japanese

Department should be an institution of higher

education that can strengthen awareness of will

(creative-adaptive), awareness of sensibility, and

intellectual awareness as a social capital. Therefore,

the alumni of the Japanese Department is required to

have a strong personality, put forward the quality of

a work, and commitment in development in

accordance with the discipline of science,

intellectuality in the form of awareness, sensitivity,

wisdom, and problem-solving skills challenged by

society, Adaptive to global environmental dynamics;

3) The objectives of the Japanese Department is in

line with the goal of university is to produce good

quality human resources that master the science and

skills in the field of Japanese linguistics and

literature, forward thinking, adept using information

technology, and responsive to the development and

changes that occur in the community, able to

The Evaluation of the Curriculum of Japanese Department of Universitas Komputer Indonesia by using Context Input Process and Product

Model

compete in the arena of national and international

labor market, devoted to God Almighty.

The curriculum is one of the tools used by

Japanese Department to produce graduates in

accordance with the vision, mission, goals and

objectives that have been established, both at the

University level and the department.

In anticipation of environmental change, the

Japanese Department always conducts a review of

the curriculum that is being applied both to the

content of the course as well as to the overall

curriculum design. Curriculum development is

organized through internal and external mechanisms

such as forum group discussion, workshops of

curriculum, consulted with Japanese language and

literature expert from other institutions, received

input from alumni and stakeholders with the aim of

gaining input on skills, knowledge, attitudes and soft

skills that must be possessed by the graduate of

Japanese Department.

The Curriculum in Japanese Department of

Unikom contains 144 credits that are systematically

designed, based on competence, and have relevance

to the demands and needs of stakeholders. As the

department in a university based on information

technology, Japanese Department has the advantage,

that is to make entrepreneurship courses (3 credits)

and Information Technology (24 credits), with

Japanese language applied software, hardware,

internet, and computer as compulsory subject. This

advantage will be useful for preparing graduates in

anticipating the development of computer

applications and information technology.

In accordance with the vision of the Japanese

Department as an information technology-based

course, the implementation of education in the field

of Japanese linguistics and literature is equipped

with the application of information technology

materials (computer science) provided in each

semester. Expertise in the field of information

technology makes graduates of the Japanese

Department able to receive and understand the

important information that is rampantly discussed,

both the nature of science or general knowledge so

that graduates have an open minded and also

superior in the field of Japanese language and

literature.

Meanwhile, entrepreneurship courses are held

with the aim that graduates are not only dependent

on the availability of employment, but are able to

create their own employment to support national

development with the orientation of the interests of

society, nation and state, and able to live

independently

All operational policies of the Japanese Department

are directed to produce graduates with the following

competencies: 1) having academic and skill

competence in Japanese linguistics and literature as

well as proficient in using information technology,

capable of competing on a national and international

scale; 2) able to develop themselves in the

knowledge and skills to face the development and

progress of the times; 3) has the ability to solve

communication problems that occur as a result of

language limitations; 4) independent and able to

develop professionalism and able to create their own

employment (enterpreneur); 5) have a competitive

advantage in the field of information technology that

can support the implementation of Japanese

linguistics and literature when entering the world of

work. In detail, the competence of graduates of the

Japanese Department is as illustrated in table 1.

Table 1: The Competence of graduates of Japanese

Department

No Competences

Core Competences

a. Understand the theoretical rules of Japanese

as well as their use

b. Mastery of fundamental concepts of Japanese

Language and Literature.

c. Innovative capabilities in the utilization of

information technology and computers.

d. Mastery of translating and interpreting

techniques.

e. Understanding the behavior, traits and

culture of Japanese language usage.

f. Mastery of presentation and negotiation

techniques in Japanese.

g. Ability to design and execute experiments,

and collect, analyze, and interpret.

h. Writing ability in Japanese.

i. Ability to analyze Japanese Literature

Supporting Competences

a. Able to disclose findings or evidence

obtained during the study.

b. Ability to communicate effectively.

c. Leadership skills.

d. Able to develop leadership

e. Able to use technological advances (ICT)

f. Has a high personality integrity as a Bachelor

of Literature

g. Able to work in a heterogeneous team

(interdisciplinary)

Other Competences

a. English proficiency

b. Entrepreneurship Ability

Based on interview with the Head of Japanese

Department about students acievement, the results

obtained that Japanese Department students get

BICESS 2018 - Borneo International Conference On Education And Social

many achievements such as champion in Japanese

speech contest, Sakubun contest, contest Kanji

contest , Chookai contest in Bunkasai event which is

a competition between universities in West Java, get

scholarship from monbukagakusho in 2016,

participating in student exchange programs with

Kanazawa University in 2017 and Osaka

International University in 2016 and 2017, and since

2016 following internship programs in Japanese

companies, etc.

Based on documentation study on tracer study to

obtain information about graduate performance, the

following results are obtained: 1) The average

waiting time for graduates to get the first job is 1.25

months. 2) Most of the Graduates of the Japanese

Department have worked in various companies

according to their field. 3) Most of the graduates

users said that the performance of Japanese

Department graduates is good, especially matters

related to expertise based on science,

communication ability, and the use of information

technology. 4) Several issues that must be

considered by the Japanese Department to improve

the quality of graduates is to increase the

competence of graduates in English as a job support,

as seen in table 2 below:

Table 2: Results of Tracer Study on Graduates of Japanese

Department

No Competences User Response

Very

Good

Good Fair

(%)

(%) (%)

1 Integrity

2 Professionalism 100

3 English 17 83

4 Information

Technology

17 83

5 Communication 100

6 Teamwork

16,5

7 Self-

improvement

16,5

4 CONCLUSIONS

Based on the evaluation of the context and product,

the curriculum of the Japanese Department of

Universitas Komputer Indonesia is good, but still

needs to improve softskills and English proficiency

for the graduates. Therefore, it is better to improve

the curriculum, especially related to soft skills and

the ability of English to create graduates who are

more qualified and excellent.

ACKNOWLEDGEMENTS

We acknowledge the partial financial support of this

reseach from Direktorat Jendral Pendidikan Tinggi

by Ministry of Research, Technology and Higher

Education of the Republic of Indonesia

REFERENCES

M Aliakbari, M. & Ghoreyshi, M. 2013 On the Evaluation

of Master of Arts Program in Teaching English as a

Foreign Language (TEFL) at Ilam University.

Retrieved from http://european-science.com/eojnss/

article/view/230.

Babatunde, S. 2012 A Framework for the Evaluation of

the English as a Second Language Programme in

Nigeria. Retrieved from isel.oauife.edu.ng/upload/

isel.pdf.

Dalton, E. 2003. Evaluation of a Community Chinese

Language School using the CIPP Model. Retrieved

from http://gaeacoop.org/dalton/publications/

CIPP_eval_chinese.pdf

Direktorat R&D Direktorat Pengembangan Unikom. 2012.

Pedoman Peninjauan Kurikulum di Unikom. Bandung.

Karimnia, A and Kay, E. 2015. An Evaluation of the

Undergraduate TEFL Program in Iran: A. Multi-Case

Study. Retrieved from www.eiji.net/dosyalar/

iji_2015_2_7.pdf

Prodi Sastra Jepang UNIKOM. 2012. Kurikulum Prodi

Sastra Jepang 2012. Bandung

______________. 2012. Laporan Rencana Perubahan

Kurikulum Prodi Sastra Jepang UNIKOM. Bandung

Stufflebeam, D.L. 2007. Cipp Evaluation Model Checklist

[Second Edition] A tool for applying the CIPP Model

to assess long-term enterprises. Tersedia:

https://www.wmich.edu/sites/default/files/

attachments/ u350/2014/cippchecklist_

mar07.pdf

Tokmak, H.S, Baturay, H.M and Fadde, P. 2013. Applying

the Context, Input, Process, Product Evaluation Model

for Evaluation, Research, and Redesign of an Online

Master’s Program Retrieved from

http://www.irrodl.org/index.php/irrodl/article/v

iewFile/1485/2605

Yap, C.O and Reston, E.D. 2014. Evaluation for

Undergraduate Programs: The Case of the BS Applied

Physics in the University of San Carlos. Retrieved

from http://www1.unipa.it/girep2014/accepted-papers-

proceedings/13_Yap.pdf

The Evaluation of the Curriculum of Japanese Department of Universitas Komputer Indonesia by using Context Input Process and Product

Model