CIPP Model Evaluation: Project on Strengthening the Profile of Pancasila Students (P5) in Palabuhanratu Area High Schools

Irfan Giovani Ribisi; Griet Helena Laihad; Eka Suhardi

doi:10.35445/alishlah.v16i4.5864

CIPP Model Evaluation: Project on Strengthening the Profile of Pancasila Students (P5) in Palabuhanratu Area High Schools

Irfan Giovani Ribisi, Griet Helena Laihad, Eka Suhardi

Abstract

This study evaluates the effectiveness of the Pancasila Student Profile Strengthening Program (P5) in achieving the objectives of the Merdeka Curriculum in the Pelabuhanratu Region, focusing on character development and student potential. A misalignment between the curriculum goals and schools’ vision emphasizing academic achievement was identified as a critical issue. Using a qualitative descriptive approach and the CIPP (Context, Input, Process, Product) evaluation model, data were collected through semi-structured interviews, document analysis, and field observations. Informants included school principals, deputy principals, teachers, students, parents, and school supervisors. Data were scored on a scale of 1–5 to assess various program components. The context component scored well (4.0), indicating alignment with policy, goals, and objectives. Input evaluation revealed strengths in resources (4.1) but weaknesses in budgeting (1.8), cooperation (1.7), and organizational structure (2.5). Process evaluation highlighted adequate planning (3.3) and reporting (3.4) but identified deficiencies in implementation (2.9), supervision (2.1), and follow-up (2.2). Product evaluation rated outcomes as good (3.2), with a high impact score (3.9), though benefits require improvement (2.7). Among 150 students, high achievements were observed in Creativity (85%) and Faith (77%) but lower in Critical Thinking (51%) and Independence (61%). The findings highlight critical gaps in resource allocation, supervision, and program benefits. Recommendations are provided to address these challenges and enhance program alignment with the Merdeka Curriculum. This study provides insights into P5 implementation challenges and offers pathways for program improvement to better align with curriculum goals.

Keywords

Program Evaluation; CIPP Model; Pancasila Student Profile Strengthening Program (P5)

Full Text:

PDF

References

Akhwani, A., Rulyansah, A., & Rahayu, D. W. (2023). Penyusunan Projek Penguatan Profil Pelajar Pancasila dalam Kurikulum Merdeka di Sekolah Dasar. Indonesia Berdaya, 4(3), 911–920. https://doi.org/10.47679/ib.2023500

Arikunto (2008). Dasar-dasar Evaluasi Pendidikan. Jakarta: PT. Bumi Aksara.

Dwi, V., Nur, R., Dwi, N., & Budiono, P. (2024). Evaluation of household waste management program. VISA: Journal of Visions and Ideas, 4(1), 97–103

Faizin, A., & Kusumaningrum, H. (2023). Review of Program Evaluation Models for Online Education and Training. EduManajerial, 1(1), 42–54. https://doi.org/10.15408/em.v1i1.32245

Hapsan, A., & Sudiyatno. (2023). Kurikulum Merdeka Belajar untuk Guru Merdeka. 1, 1–8

Indiran, L. Wan Noorhaslinda Binti Wan Ramli (2013), A Framework For Evaluating The Effectiveness Of Polytechnics Entrepreneurship Programmes, Persidangan Pendidikan (Penyelidikan dan Inovasi) Dalam Pendidikan Dan Latihan Teknikal Dan Vokasional (CiE-TVET 2013)

Indriani, N., Suryani, I., & Mukaromah, ul. (2023). Implementasi Kurikulum Merdeka Belajar Dalam Pembentukan Karakter Disiplin Peserta Didik Di Sekolah Dasar. Khazanah Pendidikan , 17(1), 242–252. https://doi.org/10.30595/jkp.v17i1.16228

Inayati, Ummi. (2023). Pengembangan Bahan Ajar Interaktif Mahārah Istima’ Berbasis Keterampilan Abad-21 di MI Plus Al-Fatimah Bojonegoro. eL Bidayah: Journal of Islamic Elementary Education. 5. 173-182. 10.33367/jiee.v5i2.3773.

Karima, E. M., & Firza, F. (2023). Pendidikan Karakter Melalui Kisah Tokoh Sejarah Lokal Dalam Kurikulum Merdeka. Jazirah: Jurnal Peradaban Dan Kebudayaan, 4(1), 58–65. https://doi.org/10.51190/jazirah.v4i1.101

Mery, M., Martono, M., Halidjah, S., & Hartoyo, A. (2022). Sinergi Peserta Didik dalam Proyek Penguatan Profil Pelajar Pancasila. Jurnal Basicedu, 6(5), 7840–7849.

Rindawan, R., Supriadin, S., & Muhsan, M. (2023). Evaluasi Manajemen Pembelajaran Madrasah Aliyah Manhalul Ma’arif Darek Menggunakan Evaluasi Model CIPP. Jurnal Ilmiah Mandala Education, 9(1), 628–640. https://doi.org/10.58258/jime.v9i1.4698

Salahuddin, M., Wardani, M. S., Kurniawansyah, H., & Nurhidayati, S. (2024). Evaluation of integrated one-stop administrative service program in Plampang District, Sumbawa Regency (Case study of the PATEN program in Plampang District). Jurnal Kapita Selekta Administrasi Publik, 4(2), 292–299. https://doi.org/10.58406/kapitaselekta.v4i2.1426

Sianturi, Y. R. U., & Dewi, D. A. (2021). Penerapan Nilai Nilai Pancasila Dalam Kehidupan Sehari Hari Dan Sebagai Pendidikan Karakter. Jurnal Kewarganegaraan, 5(1), 222–231. https://doi.org/10.31316/jk.v5i1.1452

Sufyadi, S., Harjatanaya, T. Y., Adiprima, P., Satria, M. R., Andiarti, A., & Herutami, I. et al. (2021). Panduan pengembangan projek peguatan profil pelajar pancasila jenjang pendidikan dasar dan menengah (SD/MI, SMP/MTs, SMA/MA). Kemendikbudristek, 1–108. http://ditpsd.kemdikbud.go.id/hal/profil-pelajar-pancasila

Sugiyono, D. (2013). Educational research methods: Quantitative, qualitative, and R&D. Bandung, Indonesia: Alfabeta.

Stufflebeam, Daniel L. dan. Shinkfield, Anthony J., Evaluation Theory, 2007 Models and Applications, San Francisco: Jossey-Bass

Stufflebeam, Daniel L. & Zhang. . (2017). The CIPP Evaluation Model,.New York: The Guilford Press,.https://doi.org/10.31004/basicedu.v6i5.3617

Tri Sulistiyaningrum, & Moh Fathurrahman. (2023). Implementasi Projek Penguatan Profil Pelajar Pancasila (P5) pada Kurikulum Merdeka di SD Nasima Kota Semarang. Jurnal Profesi Keguruan, 9(2), 121–128. https://journal.unnes.ac.id/nju/index.php/jpk

Turmuzi, M., Ratnaya, I. G., Al Idrus, S. W., Paraniti, A. A. I., & Nugraha, I. N. B. S. (2022). Literature Review: Evaluasi Keterlaksanaan Kurikulum 2013 Menggunakan Model Evaluasi CIPP (Context, Input, Process, dan Product). Jurnal Basicedu, 6(4), 7220–7232. https://doi.org/10.31004/basicedu.v6i4.3428

Umam, K. A. Saripah, I. (2018) ‘Using the Context, Input, Process, and Product (CIPP) Model in the Evaluation of Training Programs’, International Journal of Pedagogy and Teacher Education, 2(July), p. 19. doi: 10.20961/ijpte.v2i0.26086.

Warju, W. (2016). Educational Program Evaluation using CIPP Model. Innovation of Vocational Technology Education, 12(1), 36–42. https://doi.org/10.17509/invotec.v12i1.4502

Wahyuni, S., Erita, Y., & Fitria, Y. (2023). Implementasi Pendidikan Karakter Tanggung Jawab Dalam Pembelajaran Kurikulum Merdela di SD Negeri 19 Silungkang. Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(1), 1878–1888

Widoyoko, E. P. (2012). Techniques for Developing Research Instruments. Yogyakarta: Pustaka Pelajar.

Widyastuti, A. (2022). Implementasi proyek penguatan profil pelajar Pancasila dalam kurikulum merdeka PAUD. Referen, 1(2), 189–203. https://doi.org/10.22236/referen.v1i2.10504

Yambi, T. de A. C. (2018) ‘Assessment and evaluation in education’, Academic Press, (July), pp. 1–9

Yudianto, Y., & Fauziati, E. (2021). Pembentukan Karakter Siswa dalam Pendidikan Karakter Ditinjau dari Aliran Progresivisme. Jurnal Sosial Teknologi, 1(8), 840–847. https://doi.org/10.59188/jurnalsostech.v1i8.170

Yusuf, M., & Arfiansyah, W. (2021). Konsep merdeka belajar dalam pandangan filsafat konstruktivisme. Al Murobbi: Jurnal Studi Kependidikan dan Keislaman, 7(2), 120–133.

Zuleni, E., & Dari, N. S. W. (2023). Analisis nilai-nilai pendidikan karakter pada buku siswa kelas IV tema indahnya kebersamaan. Jurnal Riset Pendidikan Dasar dan Karakter, 5(1), 32–38. https://doi.org/10.59701/pdk.v5i1.211

DOI: https://doi.org/10.35445/alishlah.v16i4.5864