Mohamad Ibadi Mohamad, Syarwani Ahmad Syarwani, Destiniar Destiniar

EVALUASI PROGRAM KELAS UNGGULAN DALAM MENINGKATKAN MUTU PENDIDIKAN MENGGUNAKAN MODEL EVALUASI KONTEKS, INPUT, PROSES, DAN PRODUK

Introduction

Evaluasi program kelas unggulan dalam meningkatkan mutu pendidikan menggunakan model evaluasi konteks, input, proses, dan produk . Evaluasi program kelas unggulan model CIPP menunjukkan peningkatan mutu pendidikan, prestasi akademik, dan motivasi siswa. Temukan dampaknya dan rekomendasi perbaikan.

Abstract

The excellent class program is an alternative strategy to improve the quality of education by providing more intensive and quality learning for high-achieving students. This study aims to show the effectiveness of the excellent class program in improving the quality of education by evaluating the Context, Input, Process, and Product models. The location of the study was SMA Negeri 3 Palembang. The method used in the study was qualitative with a phenomenological approach. Data were collected through observation, interviews, and documentation. The results of the study showed that the excellent class facilitated outstanding students to develop optimally. This program has a positive impact on improving the quality of education, seen from student academic achievement, learning motivation, and character and skill development. The school has succeeded in improving the quality of graduates with 80% continuing their higher education. However, there are still obstacles to facilities, disruptions between students in excellent classes and regular classes, and teacher-parent relationships. Therefore, improvements are needed to be more optimal and sustainable.

Review

This study, "EVALUASI PROGRAM KELAS UNGGULAN DALAM MENINGKATKAN MUTU PENDIDIKAN MENGGUNAKAN MODEL EVALUASI KONTEKS, INPUT, PROSES, DAN PRODUK," offers a timely evaluation of an excellent class program at SMA Negeri 3 Palembang using the CIPP evaluation model. The research commendably employs a qualitative, phenomenological approach, gathering rich data through observation, interviews, and documentation. A key strength of the work lies in its comprehensive identification of positive impacts, demonstrating how the program facilitates optimal development for high-achieving students across academic achievement, learning motivation, and character and skill development. The impressive statistic of 80% of graduates continuing to higher education further underscores the program's success in improving the quality of educational outcomes. Despite these positive findings, the abstract also reveals several critical areas for improvement and inherent limitations. The identified obstacles, such as inadequate facilities, social disruptions between excellent and regular class students, and challenges in teacher-parent relationships, highlight practical implementation issues that warrant deeper exploration and proposed solutions within the study itself. Methodologically, while the qualitative phenomenological approach offers rich insights into lived experiences, relying solely on this method for evaluating "effectiveness" – particularly when reporting quantitative-sounding results like "80% continuing higher education" – could be seen as a limitation without further explanation of its qualitative derivation. The absence of a comparative group (e.g., regular classes or other schools) also restricts the ability to definitively attribute the observed improvements solely to the excellent class program. To enhance the study's impact and generalizability, future research could benefit significantly from a mixed-methods approach, combining the current qualitative insights with robust quantitative data analysis, perhaps including comparative data from non-excellent classes or other institutions. This would provide a more holistic and empirically grounded assessment of the program's true effectiveness and external validity. Furthermore, the discussion of the identified obstacles could be expanded to offer concrete, evidence-based recommendations for policy and practice to ensure the program's optimality and sustainability. Addressing issues like facilities, inter-student dynamics, and stakeholder relationships would be crucial for scaling such programs and ensuring equitable and high-quality educational experiences for all students.

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