Evaluation of Mathematics Learning Based on the CIPP Model

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue XII, December 2021 | ISSN 2454–6186

Evaluation of Mathematics Learning Based on the CIPP Model

Yusri Wahyuni¹, Ambiyar², Ishak Aziz^3
1Doctoral Study Program of Educational Sciences, Padang State University, Indonesia
^2,3Padang State University, Indonesia

Abstract: This study aims to determine the evaluation of online mathematics learning using the CIPP model. The subjects in this study were 4 teachers who taught mathematics at SMP Negeri 15 Padang. The data analysis technique uses a qualitative case study analysis that is evaluative. The CIPP evaluation model is an evaluation model consisting of context, input, process, and product. Context evaluation, mathematics learning has covered most of the quality and suitability of mathematics learning objectives according to the school’s vision and mission. In context, the results of the analysis obtained the percentage belonging to the good category. Judging from the input that includes students, curriculum, teaching materials, teachers, and infrastructure to achieve the objectives of the mathematics learning program, they are in a good category. Evaluation of the mathematics learning process includes evaluating the requirements for the implementation of learning and the implementation of learning. In the process, the percentage is included in the good category. Judging from the product evaluation regarding teacher learning tools and learning achievement, it is included in the good category.

Keywords: CIPP, Evaluation, Mathematics Learning

I. INTRODUCTION

The Covid-19 pandemic has changed the learning method which is usually the learning process in the classroom and there is the direct interaction between teachers and students, into limited learning, namely learning in a virtual space which is limited in nature so that it has an impact on the quality of learning. Teachers have demanded in the learning process that must be conducive, innovative, and fun.
Learning mathematics online requires learning to be carried out anywhere. This is in line with the opinion (Handayani & Irawan, 2020) which states that the activity of learning is flexible, that is, it can be carried out anywhere that is carried out independently with real media so that it is easier for students to understand and practice mathematics in real life.

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