Evaluasi Program Sumatif Semester pada Jenjang SMA Menggunakan Model CIPP: Studi Kasus di SMAN 1 Praya Tengah
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Penelitian ini bertujuan mengevaluasi program asesmen sumatif semester di SMAN 1 Praya Tengah menggunakan model CIPP (Context, Input, Process, Product). Meskipun model CIPP telah banyak digunakan, kajian pada jenjang SMA khususnya yang menyoroti pemanfaatan hasil asesmen untuk perbaikan pembelajaran masih terbatas. Penelitian ini menawarkan kebaruan dengan menganalisis keterkaitan antarkomponen CIPP dan perbedaan perspektif kepala sekolah, guru, dan siswa dalam konteks sekolah penggerak. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Informan dipilih secara purposif, terdiri atas satu kepala sekolah, empat guru, dan empat siswa. Data dikumpulkan melalui wawancara mendalam, observasi dengan lembar observasi berisi 29 indikator (skala 1–4), dan telaah 27 jenis dokumen. Analisis dilakukan melalui reduksi data, penyajian data dalam bentuk deskripsi tematik, dan penarikan kesimpulan, dengan keabsahan data diperiksa melalui triangulasi sumber dan teknik. Hasil menunjukkan bahwa komponen Context, Input, dan Process berjalan baik: tujuan dan kebijakan program jelas, kepanitiaan, jadwal, dan administrasi tersedia, serta pelaksanaan tertib dan tepat waktu. Skor observasi total mencapai 110 dari 116 (94,8%). Kelemahan utama ditemukan pada pengawasan ruang ujian yang kurang tegas, asesmen yang masih berbasis kertas sehingga pengolahan nilai memakan waktu, serta pemanfaatan hasil asesmen untuk perbaikan pembelajaran yang belum merata dan belum sistematis. Penelitian ini merekomendasikan penguatan pengawasan, digitalisasi asesmen secara bertahap, dan sistem tindak lanjut hasil asesmen yang terstruktur.
Summative Semester Program Evaluation at the High School Level Using the CIPP Model: A Case Study at SMAN 1 Praya Tengah
Abstract
This study evaluates the semester summative assessment program at SMAN 1 Praya Tengah using the CIPP (Context, Input, Process, Product) model. Although the CIPP model has been widely used, studies at the senior high school level particularly those highlighting the use of assessment results for instructional improvement remain limited. This study offers novelty by analyzing the interconnections among CIPP components and the differing perspectives of the principal, teachers, and students in a school penggerak context. A qualitative case study design was employed. Nine informants were selected purposively: one principal, four teachers, and four students. Data were collected through in-depth interviews, observation using a 29-indicator checklist (scale 1–4), and a review of 27 document types. They were analyzed through data reduction, thematic description, and conclusion drawing, and trustworthiness was examined through source and technique triangulation. The Context, Input, and Process components were found to be well implemented, with a total observation score of 110 out of 116 (94.8%). The main weaknesses were insufficiently firm exam supervision, paper-based assessment that slows score processing, and uneven, non-systematic use of assessment results to improve teaching. The study recommends stronger supervision, phased digitalization, and a structured follow-up system for assessment results.
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