Evaluation of the Dynamic Learning Program Using the CIPP Model
Abstract
Limited access to formal education underscores the urgent need to promote adaptive, community-based non-formal education programs. The Dynamic Learning Program was launched as an effort to strengthen character education for children. This study employs a descriptive qualitative approach to evaluate the implementation of the Dynamic Learning Program using the Context, Input, Process, and Product (CIPP) evaluation model in Wonosari Village. Data collection was conducted through observation, in-depth interviews, and documentation. Informants were selected purposively, consisting of one community manager as the key informant and supporting informants, namely one tutor, two parents of learners, and three learners. Data were analyzed through the stages of data reduction, data presentation, and drawing conclusions. Data validity was ensured through methodological triangulation and source triangulation by comparing data from observations, interviews, and documentation from various informants. The novelty of this study lies in the application of the CIPP evaluation model to the context of community-based non-formal education, which features an unwritten, experience-based curriculum, and highlights how flexible learning structures and the diversity of participants’ characteristics influence the effectiveness of character education programs. These findings, based on the Context, Input, Process, and Product (CIPP) evaluation model, indicate that the Dynamic Learning Program effectively enhances children’s character development, particularly regarding discipline, responsibility, and independence, while also boosting their learning motivation and active participation in community-based learning activities. This study is expected to serve as a reference for education administrators, particularly in the community-based non-formal education sector, in designing, implementing, and evaluating learning programs oriented toward strengthening character education.
Keywords:
CIPP model, Dynamic learning, Character educationReferences
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