CONTEXT, INPUT AND PROCESS EVALUATION OF IMPLEMENTATION OF ACCELERATION CLASS PROGRAM IN SMPN 1 SALATIGA
Bambang Suteng Sulasmono sulasmonobambang@yahoo.com
Danu Prasetyo danupancasila@yahoo.com
Y. Haris Nurasastriya haris.nusa@staff.uksw.edu
Abstract
Acceleration class program is a learning program held by SMPN 1 Salatiga. The acceleration program is a new educational service program in Salatiga. SMPN 1 Salatiga is the only Junior High School in Salatiga which has a license to hold this program in 2013. This study aims at gathering information to evaluate the implementation of the acceleration program in SMPN 1 Salatiga. The evaluation model used is CIPP; however it is limited only at the process since this acceleration program has not produced its product. This CIPP Model aims at evaluating the implementation of the acceleration class service program from Context, Input, and Process perspective. The results of this study show that from Context perspective, the implementation of the acceleration program in SMPN 1 Salatiga is based on the needs to provide educational service to the gifted students (IQ≥130) and optimize the school facilities. From Input perspective, the program, planning, organizing, human resource, utilities and facilities, and financial show that SMPN 1 Salatiga has readiness to implement the program. The process evaluation shows that the implementation has been in accordance with the plan, however there are some challenges in the implementation.
Keywords: Acceleration Program, Program Evaluation, CIPP Model
INTRODUCTION
The discussion about the acceleration program is related to the interpretation of the program itself. According to Arikunto and Jabar (2009), the program can be classified into three, they are: the processing program, the service program and the general program. The acceleration program is one of the efforts of giving services and opportunities to the gifted children so that they could finish their study faster than the other normal ones. Calangelo (Hawadi, 2011) states that the acceleration program can be comprehended as a model of learning service by skipping certain classes. Therefore, the acceleration program is included in a service program, a program which aims at giving service and opportunities for the gifted students.
In Salatiga, SMPN 1 Salatiga is a Junior High School which has obtained the license to hold the acceleration class program since 2013. In order to improve the quality in implementing this program, the evaluation toward the program itself is absolutely essential. Therefore, the writer is interested to make a study on the implementation of the acceleration class program in SMPN 1 in 2013/2014 Academic Year.
The evaluation toward the implementation of the acceleration program has been done before at some schools, one of them is the evaluation study that was done by Sri Rahayu (2007) in SMAN 1 Karanganyar in 2006/2007 Academic Year. The result of that study stated that the implementation of the acceleration program has been in accordance with the planned goal and target. Meanwhile, the result of another study done by Dwi Astutik (2013) in SMAN 1 Karanganyar in 2012/2013 Academic Year stated that the implementation of the acceleration program was less relevant with the planned goal and target.
The evaluation model which is applied in this study is the Context Input, Process, Product (CIPP) Model from Daniel Stufflebeam (2007). The importance of the context evaluation includes the assessment toward the unfulfilled needs, problems, assets and chances. The input evaluation assesses the alternative approach, work plan, employment plan, and budget plan for the feasibility and potential effectiveness of the budget to fulfill the needs of the target and to reach the goal. The process evaluation is aimed at giving an assessment in implementing the activities and giving feedback toward staff’s working performance. Meanwhile, the goal of the product evaluation is to measure, interpret and assess the achievement of a program. Wirawan (2012) also shares the same opinion that during the context evaluation the writer tries to identify and assess the needs which become the foundation in arranging the program. During the input evaluation the writer identifies and assesses the program, human resources, utilities and facilities, financial, work procedures and planning. During the process evaluation the writer tries to assess the form of the program, the implementation of the program, the time and the budget of the program. Meanwhile, during the product evaluation, the writer tries to assess the result and the achievement of the concerned program.
Salatiga in 2013/2014 Academic Year only on the context, input and process of the program implementation.
Based on the background discussed above, the problem in this study is formulated into this question: How are the context, input and process of the implementation of the acceleration class program in SMPN 1 Salatiga in 2013/2014 Academic Year. Whereas the purpose of this study is to give policy recommendation to the management team of the acceleration program in SMPN 1 Salatiga, based on the evaluation result of the context, input and process of the implementation of the acceleration class program in SMPN 1 Salatiga in 2013/2014 Academic Year. Theoretically, the result of this study is hoped to be beneficial by giving additional references in terms of educational management, especially for any information which is relevant to the implementation of the acceleration program. Practically, the result of this study can be utilized by the management team of SMPN 1 Salatiga in improving the quality of the implementation of the acceleration program.
METHOD OF STUDY
The evaluation study of the implementation of the acceleration program in SMPN 1 Salatiga is an evaluative study. The evaluation model used in this study is CIPP model (context, input, process, product). However, the study is only done until the evaluation process, so that the character of this evaluative study is formative, not summative.
The subject of this study is SMPN 1 Salatiga, especially on the acceleration class program in 2013/2014 Academic Year. The data resource in this study includes the headmaster, the coordinator of the acceleration program, teachers, students, school committees, and school supervisors. The data collection techniques consist of interview, observation and document study. The interview is done toward all of the data resources that have been previously stated. The observation is done toward the teaching and learning process of the students in the acceleration class. Whereas the data about the feasibility study, analysis of SWOT results, Decree of implementation, schedule, academic calendar, and proposal of program implementation are collected from the document study.
model, 3) Data Display – the stage of serving the data which have been classified by using CIPP model, 4) Verification – the stage of drawing a conclusion and verifying the data gained by doing the data validation.
RESULTS AND DISCUSSION
Context Evaluation of the acceleration class program in SMPN 1 Salatiga
The implementation of the acceleration class program in SMPN 1 Salatiga is a policy that is done by the school in satisfying the needs in the society and the needs in the school itself. One of the needs that hasn’t been fulfilled in SMPN 1 Salatiga is the learning service which is more maximum for the students who are gifted. This need has arisen when the school held the Pioneer of International School (RSBI) in 2010. During the implementation of
RSBI program, the school has identified the students’ intelligence for the RSBI classes. The identification result shows that there are students whose IQ ≥ 130 and the number keeps increasing each year. The data is shown in the following table:
Table 1
The Number of Students Whose IQ ≥ 130 on the Last Three Years
Academic Year
2010/ 2011
2011/ 2012
2012/ 2013
The number of students who are accepted on the RSBI Program
180 240 240
The number of students whose IQ ≥ 130 17 31 40
Percentage 9,4% 12,9% 16,7%
Besides that, the policy to implement the acceleration class program in SMPN 1 Salatiga is also related to the fact that the Pioneer of International School (RSBI) in SMPN 1 Salatiga was ceased in 2012. The facilities that have been provided for this program must be utilized into a relevant program so that the maintenance will not become the burden for the school. Those two needs; the need of giving service for the gifted students and the need of making the utilities and facilities of the former RSBI program to be effective, become the strong foundation for the school to apply this policy which aims at answering those two needs, by implementing the acceleration class service.
Input Evaluation of the Acceleration Class Program in SMPN 1 Salatiga
The process in implementing the acceleration class program covers several steps and it begins with the feasibility study toward SMPN 1 Salatiga, SWOT analysis after consulting it with the acceleration of Working Plan (POKJA), submitting proposal of the acceleration program implementation to the Education and Sports Department (Disdikpora) of Salatiga, The Mayor of Salatiga, and the Education Department of Central Java Province. After going through all of those steps, finally the Education Department of Central Java Province granted a Decree No. 420/12468 on February 24th, 2014 and declared that SMPN 1 Salatiga has been the school that implements the acceleration class program since 2013/2014 Academic Year.
The acceleration class program is an educational service program that is implemented by the school for the gifted students. This program has been implemented by SMPN 1 Salatiga since 2013/2014 Academic Year. Based on the substantial content, the education in the period of the acceleration class will be achieved within two years. The following is the comparison between the study period in the acceleration class and the regular class:
Comparison of Study Period Acceleration Class and Regular Class
Resource: Interview with Coordinator on April 2014. Processed Data Program
Acceleration Class Study Regular Class Semester
Acceleration I Study 1 Grade VII Semester I
Study 2 Semester II
Study 3 Grade VIII Semester I
Acceleration II Study 1 Semester II
Study 2 Grade IX Semester I
The table above shows that the education process in acceleration class can be finished in two years, which is a year faster than the non-acceleration classes. The curriculum used in implementation the acceleration class in SMPN 1 Salatiga is KTSP curriculum which had been adjusted and modified to the needs of acceleration class. In school year 2013/2014 in SMPN 1 there was one acceleration class with 14 students in a class.
The acceleration program in SMPN 1 Salatiga was managed by a special team that had been decided in Headmaster’s Decree (SK Kepala Sekolah) No. 800/289a/2013 about Division of Teachers’ Responsibility as Acceleration Class Program Manager in SMPN 1 Salatiga. The components of the special team were the Headmaster as the guardian/caretaker of the program, the Vice Headmaster of Curriculum as Program Coordinator, Vice Headmaster of Students’ Body, Vice Headmaster of utilities and infrastructures, and Vice Headmaster of Public Relation.
The utilities and infrastructures provided by the school to support the acceleration class implementation were: 72 m2 classrooms area with the other supporting facilities such as carpet, LCD, 1 unit of laptop, 1 unit of printer, 1 unit of AC, and lockers. The other supporting facilities are 2 units of Science Laboratory, 2 units of Language Laboratory, 2 units of Technology and Information Laboratory, 1 unit of PTD Laboratory, 1 unit of Electro Laboratory, 1 Art and Batik room, a library, a multimedia room, a reading room and all-purpose room (Utilities and Infrastructure Data, 2014).
The implementation of acceleration class program was funded from several sources, such as from additional operational as much as Rp 50.400.000 which was from students and operational aid fund from Ministry of Education, Cultural and Sport in Salatiga. In school year 2013/ 2014 there were 10 out of 14 acceleration class’ students who got special operational relief fund from the government.
The funding of acceleration class program from the implementation side can be seen from the table below:
Budget-Estimation Plan of Acceleration Program in 2013
Source Total
Board of Committee Rp. 12.7000.000
RSBI Rp. 18.000.000
Sponsorship Rp. 5.200.000
Independent Fund Rp. 10.000.000
Source: Acceleration Program Proposal 2013
The table above explains that the budgeting plan in implementing acceleration class program in SMPN 1 Salatiga in school year 2013/2014 approximately was Rp 45.900.000. The fund sources from the board of the committee was Rp 12.700.000 and from RSBI was Rp 18.000.000, from sponsorship was Rp 5.200.000, and from Independent Fund was Rp 10.000.000. The estimate-budgeting plan had been planned by the school by coordinating it with the school’s board of committee.
Generally the implementation of the acceleration class program was not far different with the non-acceleration classes. The time allocations in implementing acceleration class program in SMPN 1 Salatiga were: from Monday to Tuesday: 7.00-13.30, from Wednesday to Thursday: 7.00-12.50, on Friday: 7.00-11.15, and on Saturday: 7.00-9.50.
The lesson planning in acceleration class included yearly program planning (PROTAN) which was arranged by every subject teacher for 3 years of studying period, trimester program, and a syllabus. While in trimester studying program, teacher arranged the trimester studying program to become one studying period.
The implementation of acceleration class in SMPN 1 Salatiga had been managed by a managerial team. The academic calendar in acceleration class was used as the reference in implementing the learning process in acceleration class program.
The Process Evaluation of Acceleration Class Program in SMPN 1 Salatiga
The implementation of acceleration class included the learning process that had been designed to adjust the academic calendar and the lesson schedule arranged by the management team. The implementation of the acceleration class service in SMPN 1 Salatiga had started in school year 2013/2014, which was implemented in several phases, started from grade VII and school enrollment on June 10th 2013, which followed by selection stage and learning process stage. In school year 2013/2014, there were 57 students enrolled and from the selection process there were 14 students accepted in acceleration class program.
implementation of this learning process had been in line with the lesson plan, which consisted of 50% classical learning model and 50% individual learning model, as well as 70% Indoor activity and 30% Outdoor activity (Source: CIBI Instrument Money Results).
The school’s infrastructure (1 Science Laboratory, 2 Language Laboratories, 2 Technology and Information Laboratories, 1 PTD Laboratory, 1 Electro Laboratory, 1 art and batik room, library, multimedia room, reading room, and multi-purpose hall) to support the implementation of acceleration class program had been utilized as the school’s expectation, since in the learning process both the teachers and students in acceleration class had completely utilized the infrastructures provided to support the learning and teaching process in the acceleration class of SMPN 1 Salatiga.
However, there were some constraints and challenges in the implementation of acceleration class program. One of the constraints faced by the school was that the school had not been a able to give full scholarship to all the students in acceleration class. The other problem was that the school had not completely got special operational aid from the government. Those were some restraints that hindered the school in order to implementing and improving the quality of acceleration class program. Another problem faced by the teachers was the difficulty to integrate 2 to 3 relevant subject topics.
DISCUSSION
The evaluation result in the context of the implementation of acceleration class program in SMPN 1 Salatiga above has shown that the program’s goal was to meet the demand from the stakeholder who expecting a service that is more suitable for the gifted children, as well as the need to utilize the school’s infrastructures more effectively. This finding is in line with a study conducted by Sri Rahayu (2007) who stated that the implementation of acceleration class in SMAN 1 Karanganyar school year 2006/ 2007 was derived from the need of the gifted student at the related school. Hence the effort to utilize the school’s infrastructure efficiency had been corresponding to a high-quality school principle which states that the school’s infrastructures utilization to not only support students need but also become students’ space to channel their talents (National Education Department, 2004).
needed by both school and stakeholder from the other schools. Based on those two needs, therefore the implementation of acceleration class program had been held based on the need. This finding is in line with Sri Rahayu (2007) finding that the implementation of acceleration class was derived from the existing needs. Therefore, based on the findings of this study and the other studies, it can be concluded that the implementation of acceleration program in SMPN 1 Salatiga was derived from the need to provide service for the gifted children and to utilize the provided infrastructures effectively.
satisfactory. The data analysis above shows that from the input side of acceleration program implementation in SMPN 1 Salatiga was generally satisfactory. This is in line with Sir Rahayu (2007) and Santjojo (2010) who stated that from the input side, the implementation of acceleration program had been planned well and satisfactory.
From the side of implementation processes evaluation, can be shown that acceleration program in SMPN 1 Salatiga was started in school year 2013/ 2014, which began with the opening of PPDB (New Students Enrollment Program). So far, from 2013 to 2015, this school had held two acceleration classes. The first was in school year 2013/2014 and the second was in 2014/2015. The implementation of acceleration class program, viewed from funding side, was funded from various sources. The budgeting plan in the opening of the program was from school’s board committee, sponsorship, and independent fund. Whereas, the funding of this program mostly was from students’ parents, where there was an agreement between school party and students’ parents.
The implementation of acceleration class program also faced some constrains and challenges. One of the constraints faced by the school is that school had not been able to provide full scholarship to all the students in acceleration class. While the challenged faced was the regulation issued by Ministry of Education and Culture which banned the new admission of acceleration class in school year 2015/2016. However, the school’s chance to implement acceleration class is possible by using credits system model.
Therefore, SMPN 1 Salatiga had conducted a feasibility study and planning to see if there is a potential in implementing acceleration program using credits system. This is strongly supported by Scrinever and Michael (2013) who states that with a better planning of acceleration program, it would be able to provide service for the gifted children.
CONCLUSION
with the program planning, although there were some constraints and challenges in the implementation process.
SUGGESTIONS
Based on the conclusion of the study above, there are some suggestions: 1) The school needs to cooperate more intensively with the other parties to provide full sponsorship of scholarship to all acceleration class students; 2) In the future, the school has to be confident to implement acceleration program class using credits model; 3) In order to implement acceleration program using credits model, the schools have to improve the quality of the teachers in acceleration class, one way to do that is by giving scholarship for the teachers to continue to Post Graduate or Post Doctoral study.
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