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Evaluation of Mathematics Learning Based on the CIPP Model

Author

Listed:
  • Yusri Wahyuni

    (Doctoral Study Program of Educational Sciences, Padang State University, Indonesia)

  • Ambiyar

    (Padang State University, Indonesia)

  • Ishak Aziz

    (Padang 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.

Suggested Citation

  • Yusri Wahyuni & Ambiyar & Ishak Aziz, 2021. "Evaluation of Mathematics Learning Based on the CIPP Model," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(12), pages 598-601, December.
    • Handle: RePEc:bcp:journl:v:5:y:2021:i:12:p:598-601
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