ARTICLE: 07

Using the Context, Input, Process and Product (CIPP) Model in the Evaluation of Training Programs
Umam, K. A.1 , Saripah, I.2
1Non-formal Education, Postgraduate Programs, Universitas Pendidikan Indonesia, Indonesia.,
2Non-formal Education Universitas Pendidikan Indonesia, Indonesia
Corresponding email: kaumam43@gmail.com

ABSTRACT:

This article discusses the use of the CIPP (Context, Input, Process, and Product) evaluation model in training
programs. The research involved 16 participants and used questionnaires, interview guides, and observation
guidelines. The results showed that the context dimension, including training objectives, needs assessment, and
state agency program organizers, had a PE score of 75.04%, placing it in the "fair" criterion. The input
dimension, including participant description, instructor condition, infrastructure, training curriculum, and
instructional media, had a PE score of 79.44%, placing it in the "fair" criterion. The process dimension, including
lecture methods, discussion methods, demonstration methods, and evaluation of learning outcomes, had a PE
score of 78.75%, placing it in the "fair" criterion. The product dimension, including knowledge aspect, attitude
aspect, and skill aspect, had a PE score of 82.29%, placing it in the "good" criterion.

INTRODUCTION:

Balai Balai Latihan Kerja Lembang is a government institution responsible for preparing skilled workers for the
labor market. It conducts tasks for the Office of Labor and Transmigration and organizes skills training to create
a productive workforce. The institution conducts training, empowerment, and workforce competence tests in
agriculture, plantations, farming, fishing, processing, and mechanization. Balai Latihan Kerja Lembang
organizes a systematic training program, focusing on planning, implementation, and evaluation, to create skilled
workers in the labor market.

Evaluation is a crucial stage in training programs, allowing for the observation of program success or failure,
changes in learners, and their impact on the organization. It is a systematic and continuous process of collecting,
describing, interpreting, and presenting information about a program for decision-making purposes. Evaluators
use different models, influenced by their ideology, cognitive style, and analytical ability. The CIPP model,
developed by Daniel L. Stufflebeam in 1965, provides an overview, collecting, and providing useful information
for decision-making. The evaluation process is based on the initial letters of the model components, Context,
Input, Process, and Product. A popular tool for decision-making in many industries, including business,
management, and education, is the CIPP model. In addition to outlining context, strategy, plans, activities,
interactions, and assessments, it gives participants' requirements a broad perspective. The model is a useful tool
for program evaluation and revision because to its comprehensiveness and applicability across many levels,
including projects, programs, and institutions.

The CIPP model is based on the initial letters of the evaluation model's dimensions: Context, Input, Process, and
Product. Context evaluation focuses on program objectives, target conditions, curriculum, and organizational
capacity. It determines if objectives align with the organization's needs and if the needs assessment accurately
identifies the organization's and work culture. Input evaluation is a strategy devised to achieve desired
objectives, aiming to formulate areas for program execution based on identified needs. Process evaluation
monitors program execution, identifying obstacles and improvement needs. It aims to evaluate learning
outcomes and assess the impact of the learning process on learners. The CIPP model provides a comprehensive
approach to evaluation. The evaluation at Balai Latihan Kerja Lembang uses a participant-focused model,
focusing on the tenth and last days of a 25-day chili cultivation training program. This approach is chosen due to
the impracticality of fully observing the entire program. The CIPP model is used to describe the overall
implementation of the program, ensuring a comprehensive evaluation of the program's effectiveness.
RESEARCH METHODS:

This study uses the CIPP model to evaluate a training program on chili cultivation, involving 16 participants. A
total sampling technique was used to determine the sample size. Data was collected through a questionnaire,
interview guide, and observation guidelines. The analysis aimed to calculate the Percentage of Effectiveness
(PE) from the average Percentage of Aspect (PA) score. The PA score was determined using a formula:

𝑃𝐴= 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠 𝑠𝑐𝑜𝑟𝑒 𝑎𝑣𝑒𝑟𝑎𝑔𝑒/𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 𝑟𝑎𝑛𝑔𝑒 ×100%.

RESULT & DISCUSSION:

CONTEXT EVALUATION:

Context evaluation assesses the program's achievement of goals and objectives, considering the training
program's objective, needs assessment, and program organizer. Results are presented in Table 2, indicating the
effectiveness of the program's implementation.

The study found that the training program objectives were in line with the needs to be achieved, with a
percentage of aspect (PA) score of 76.30%. However, participants did not understand the purpose of the training,
as they did not understand the objectives. The training aims to improve the abilities of graduates, including
knowledge, skills, and attitudes. This aligns with Notoatmodjo (2003)'s opinion that education and training aim
to describe the knowledge, attitudes, actions, and appearance expected of subjects. The training objectives are
stipulated in the Regulation of the Minister of Labor and Transmigration of the Republic of Indonesia number 8
of 2014, which aims to improve the competence or skills of the community, including knowledge, skills, and
work attitude in the training field.
The Training Needs Assessment (TNA) aspect evaluation yielded a PA score of 73.44%, indicating a fair level
of readiness for Balai Latihan Kerja Lembang to organize training programs. This is in line with Mudayen &
Lantum's (2008) opinion that needs analysis is crucial for formulating training materials and curricula. The
program organizer aspect evaluation assessed the readiness of institutions to organize training programs, using
factors such as committee composition, program equipment availability, and budget situation. The PA score of
75.39%, which is in the "fair" criterion, indicates that Balai Latihan Kerja Lembang is adequately prepared to
undertake the training program.

The context dimension evaluation yielded a 75.04% Percentage of Effectiveness (PE) score, indicating that the
agricultural cultivation training program for chilis was effectively implemented, in line with program objectives
and needs identification. Balai Latihan Kerja of Lembang prepared all necessary resources for the program.

INPUT EVALUATION:

Input evaluation is a process used to assess the capabilities of resources, systems, and strategies in a training
program, determining the most suitable learning methods for trainees, instructors, and infrastructure availability.
It considers factors like trainee characteristics, instructor condition, training curriculum, instructional media, and
infrastructure.

Table 3. Training Program Evaluation Results in the Input Dimension:

The success of a training program is heavily influenced by the readiness, basic skills, motivation, mental and
physical abilities, and confidence of the trainees. The evaluation of the trainees yielded a PA score of 80.06%,
indicating they were well-prepared for the program. The training instructor, with a PA score of 83.57%, was also
considered qualified to carry out the training. Instructor training is crucial for the program's success. The
instructor's mastery of the material, easy delivery, and effective learning management skills were found to be key
factors. Instructor characteristics align with Hasibuan's theory (2011), which outlines requirements for becoming
an instructor, including teaching skills, communication skills, personality authority, social skills, technical
competence, and emotional stability.

The new curriculum for chili cultivation agricultural training was developed by agricultural vocational training
instructors. Trainees assessed the curriculum's comprehensiveness and suitability for the program's objectives.
However, the evaluation method used was deemed less appropriate for the trainees' characteristics. The
evaluation aligns with Oemar Hamalik's theory (2001), which suggests that program curriculum should include
objectives, training materials, methods, organization, and evaluation methods.

The trainees assessed the learning media as adequate, with a PA score of 77.79%, indicating a fair criterion.
However, they felt the media was less appropriate for their characteristics. The instructional media was in line
with Akbar's theory, which emphasizes the importance of aligning with program objectives, participant
characteristics, effectiveness, safety, and quality. The facilities and infrastructure aspect received a PA score of
80.47%, indicating good condition for the training. The classroom, practice room, and dormitory were in good
condition, indicating the presence of adequate facilities and infrastructure will support the successful
implementation of the training program.
The evaluation yielded a PE score of 79.44%, indicating that all program readiness aspects, including trainees,
instructors, curriculum, learning media, and facilities, were in good condition and ready for the training program.

PROCESS EVALUATION:

The process evaluation recorded all training program activities to assess learning implementation and curriculum
conformity. It evaluated lecture, discussion, demonstration, question and answer, practical, and field visit
methods, as well as learning outcomes, and assessed the effectiveness of each method.

The results of the evaluation of the process dimension can be seen in Table 4.

The training program evaluation focused on the chosen learning methods by the instructor, with some planned
and others not. The PA score of 80.79% showed good learning execution using the lecture method, which is
influenced by the instructor's ability to deliver the material and manage the class. The question and answer
method, used in conjunction with lectures and discussions, was assessed as effective. The success of this method
is influenced by the instructor's ability to answer questions from trainees or vice versa, as per Sutikno's theory
(2014). The question and answer method presents lessons in the form of questions, especially from teachers to
learners.

The discussion method was found to be the most effective in this training, with a PA score of 84.35%. This was
due to the participants' interaction, goal achievement, obedience to rules, and emotional involvement. This aligns
with Gulo's theory (2002), which emphasizes interaction, leadership, and emotional involvement. The
demonstration method, which involves a structure demonstration followed by practice by trainees, was deemed
better by participants. The instructor was skilled in using the tools and materials, demonstrating the effectiveness
of this method. Sanjaya's (2010) theory also supports this, stating that demonstration involves presenting a lesson
through real or artificial processes or situations. Field visits, a method not included in the curriculum, were found
effective by trainees. They were taken to an agricultural training center in Cibodas, Lembang, West Bandung.
However, the lack of available observations led to lower ratings than other methods. Field visits involve taking
groups to a special place to observe situations, meet people, or experience objects that are not available in
classrooms or meeting places.

The training program's final stage involved evaluating learning outcomes to measure the achievement of
program objectives. The trainees rated the learning outcomes as adequate, with a PA score of 78.75%. The
evaluation process was deemed appropriate for the trainees' nature, and the data delivery was well understood.
This aligns with Sudjana's theory, which emphasizes systematic data collection, processing, analysis, and
presentation for decision-making. The process dimension received a PE score of 78.75%, indicating the
effectiveness of the agricultural training method for chili cultivation.
PRODUCT EVALUATION:

Product evaluation is a process that assesses the learning outcomes of training participants, aiming to improve
their knowledge, work attitude, and skills. It is adjusted to the program's objective of training, as shown in the
table.

The product evaluation aimed to improve society's competence by enhancing knowledge, skills, and attitudes in
the relevant training field. It measured learning outcomes in three domains: cognitive, affective, and
psychomotor. The PE score of 82.29% indicated successful achievement of these objectives. The documentation
study of trainees' learning outcomes also showed an average score of 93.22, confirming the program's success.

CONCLUSION & RECCOMMENDATIONS:

The evaluation of the agricultural training program on chili cultivation has been successful, with a PE score of
75.04% in context, 79.44% in input, 78.75% in process, and 82.29% in product. The program can be continued
with improvements, such as ensuring participants understand the program's objectives and involving them in the
training planning process. In the input dimension, the curriculum should be improved by incorporating incidental
methods, and the process dimension should prepare incidental learning methods. The product dimension should
consider the learning outcomes of trainees in subsequent program planning. The program's success can be further
improved with the necessary improvements.

ACKNOWLEDGEMENTS:

The authors express gratitude to Aan Subhan, S.Pd., head of Balai Latihan Kerja Lembang, Yudi Rusdiyanto,
S.P., and all participants in the agricultural chili cultivation training program for permission to conduct the
research.