COVID-19大流行期间在线学习评估cipp模型的实施

H. Purwaningsih, Hanandyo Dardjito
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引用次数: 8

摘要

本研究旨在利用情境、输入、过程、产品(CIPP)模型对印尼日惹班图尔一所私立中学的英语在线学习进行评估。本定性研究采用观察法、访谈法和文献分析法收集数据。运用语篇分析对研究结果进行定性分析。研究结果表明,在情境中,学校对七年级和八年级学生在达到最低成就标准和九年级学生在获得最低毕业标准方面存在压力。该投入表明,人力资源、教学大纲和基本材料以及设施都是充分可用的。该过程揭示了教师在虚拟教学中有不同的方法。该产品显示,七年级和八年级的期末考试平均成绩低于最低完成标准,但九年级达到了目标。
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IMPLEMENTATION OF CIPP MODEL FOR ONLINE LEARNING EVALUATION DURING COVID-19 PANDEMIC
This study aims to evaluate the (TESOL) English online learning in a private middle-school in Bantul, Yogyakarta, Indonesia using the Context, Input, Process, Product (CIPP) model of Stufflebeam. This qualitative research collected the data using observation, interview, and document analysis. The research results were be analyzed qualitatively by applying discourse analysis. The result of the study implied that in Context, the school had tensions on the students of grade seven and eight in achieving minimum accomplishment criteria and grade nine in acquiring the minimum graduation criteria. The Input indicated that the human resource, syllabus and essential material, and facilities were sufficiently available. The Process disclosed that the teachers had a different approach in virtual teaching. The Product showed the average score of the final semester test for grades seven and eight were under by the minimum accomplishment criteria but grade nine achieved the target.
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