Program evaluation: Impact of study activities and appreciation of Indonesian exemplary student leadership (SAKTI) at SMP Labschool Cibubur
DOI:
https://doi.org/10.62203/jkjip.v2i2.28Keywords:
Character Training, Program Evaluation, CIPP Evaluation ModelAbstract
The Study and Appreciation of Indonesian Exemplary Student Leadership (SAKTI) activity is one of the flagship activities of SMP Labschool Cibubur to prepare students to become leaders. SAKTI activities are activities that are carried out to form positive characters in students. This study aims to determine the impact of this activity on the students of Cibubur Labschool Junior High School. The research, which was carried out at SMP Labschool Cibubur in the first semester of the 2022/2023 school year, used a survey method to collect data on the population of grade VIII students totaling 225 students. Relying on the CIPP evaluation model as the theoretical basis, the researcher uses descriptive analysis of the data. The program evaluation research that has been carried out shows that the implementation of SAKTI has proven to be effective. This can be reviewed from several aspects, namely: in the context of SAKTI activities are carried out based on the goal of achieving the school's vision and the implementation of the P5 Independent Curriculum as a demand for achieving the character of students. In terms of input or input, data was obtained that 90% of students stated that they were ready to participate in activities and receive SAKTI 2022 materials. In terms of the process of this activity, the achievement of the activity process is in the appropriate and very appropriate category, so that it shows the optimal achievement of all the indicators set. From this study, it was also found that SAKTI activities have a positive impact on students' independence and discipline, basic skills, sense of patriotism and nationalism, faith and piety to God Almighty, willingness to share, leadership attitude, and social sensitivity.
References
Agustikawati, E. T. (2019). Optimization of the education tricenter towards a superior school with the quality of culture and school environment. Journal of Pedagogic Elementary Education, 6(1), 153–174.
Chauveron, L. M., Samtani, S., Groner, M. G., Urban, J. B., & Linver, M. R. (2021). Including diverse stakeholder voices in youth character program evaluation. American Journal of Evaluation, 42(2), 221–236.
Djuanda, I. (2020). Implementation of the evaluation of the cipp model character education program (context, input, process and output). Al Amin: Journal of Islamic Science and Culture Studies, 3(01), 37–53.
Faizin, I. (2021). Evaluation of the Qur'an Tahfidzul Program with the CIPP Model. Al-Miskawaih: Journal of Islamic Religious Education, 2(2), 99–118.
Ilma, N. (2015). The role of education is the main capital to build the nation's character.
Kurniawan, M. I. (2015). Tri education centers as a means of character education for elementary school children. PEDAGOGIA: Journal of Education, 4(1), 41–49.
Kurniawati, E. W. (2020). Evaluation of the cipp model perspective education program (context, input, process, product). GHAITSA: Islamic Education Journal, 1(1), 19–25.
Lavoie-Tremblay, M., Boies, K., Clausen, C., Frechette, J., Manning, K., Gelsomini, C., Cyr, G., Lavigne, G., Gottlieb, B., & Gottlieb, L. N. (2024). Evaluation of the effectiveness of a Strengths-Based Nursing and Healthcare Leadership program aimed at building leadership capacity: A concurrent mixed-methods study. International Journal of Nursing Studies Advances, 6, 100184.
Mahmudi, I. (2011). An Educational Program Evaluation Model. At-Ta'dib, 6.
Owen, J. M. (2020). Program evaluation: Forms and approaches. Routledge.
Shidiq, A. F., & Raharjo, S. T. (2018). The role of character education in adolescence as a prevention of juvenile delinquency. Proceedings of Research and Community Service, 5(2), 176.
Taunu, E. S. H., & Iriani, A. (2019). Evaluation of the Program to Strengthen Integrated Character Education in Mathematics Subjects in State Junior High Schools. Manage: Journal of Educational Management, 6(1), 64–73.
Worthen, B. (1973). Educational evaluation: Theory and Practice. Belmont/Wadsworth.
Yarbrough, D. B. (2010). The Program Evaluation Standards: A Guide for Evaluators and Evaluation Users. Sage.
Zarra-Nezhad, M., Suhonen, K., & Sajaniemi, N. (2024). Keeping early social-emotional learning developmental: The development, implementation, and preliminary evaluation of a preventive intervention program for early childhood education and care. International Journal of Developmental Science, 17(4), 113–125.
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2024 Ade Imas Rismayati

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.