ISSN: 2581-8651 Vol-3, Issue-6, Nov โ Dec 2021 https://dx.doi.org/10.22161/jhed.3.6.8 Peer-Reviewed Journal
Journal of Humanities and Education Development (JHED)
The Evaluation of Physical Health and Sport Education Program at SMA Negeri 2 Ngawi using the CIPP (Context, Input, Process, Product) Evaluation Model Fantas Setyadi, M. Furqon Hidayatullah, Sapta Kunta Purnama Department of Sports Science, Postgraduate Program, Sebelas Maret University (UNS), Surakarta, Indonesia Received: 11 Nov 2021; Received in revised form: 04 Dec 2021; Accepted: 18 Dec 2021 ยฉ2021 The Author(s). Published by TheShillonga. This is an open access article under the CC BY license (https://creativecommons.org/licenses/by/4.0/)
Abstract The purpose of this study was to evaluate the physical health and sport education program at SMA N 2 Ngawi using a context, input, process, product (CIPP) evaluation model approach. The research method used in this research is program evaluation research. The approach taken in this program evaluation research uses the CIPP (Context, Input, Process, Product) evaluation model. Sources of data in this study are principals, teachers, and students. Data collection techniques in this study used interview instruments, document observations and assessment questionnaires/value scale questionnaires. The data obtained were then analysed using quantitative descriptive data analysis techniques. Based on the results of the study, it can be concluded that the evaluation of the context of SMA Negeri 2 Ngawi has the advantage of having a clear and complete background. Evaluation of input, HR (PJOK teachers) at SMA Negeri 2 Ngawi have competence in the field being taught and have appropriate academic qualifications. Process Evaluation, SMA Negeri 2 Ngawi has a learning plan, which is implemented and evaluated according to predetermined indicators. The last aspect is product evaluation, the average value of physical education in sports and health in the knowledge category is 84, while the skill category is 88. Keywordsโ Physical Education, Sports, CIPP Evaluation. I.
INTRODUCTION
Physical Health and Sport Education is an integral part of all education, physical and health education aims to develop aspects of physical fitness, movement skills, critical thinking skills, social skills, reasoning, emotional stability, moral action, aspects of a healthy lifestyle and introduction to a clean environment through selected physical activities, sports and health that are planned systematically in order to achieve national education goals. Sports and physical education are compulsory subjects and are included in the curriculum. The field of science that studies the teaching and learning process of sports is sports pedagogy. Suherman (2009) states that sports pedagogy is a sport science that teaches about the basics of teaching needed by teachers to achieve effective and efficient learning. Through sports pedagogy, teachers can achieve the goals of physical education well. The objectives of physical education in schools include developing self-management skills in an effort to develop and maintain physical fitness as well as a healthy lifestyle through selected physical activities and sports, increasing physical growth and better https://theshillonga.com/index.php/jhed
psychological development, improving basic movement abilities and skills, putting a strong foundation of moral character through internalizing the values contained in physical education, sports and health, developing sportsmanship, honesty, discipline, responsibility, cooperation, self-confidence and democracy, developing skills to maintain the safety of oneself, others and environment, understand the concept of physical activity and sports in a clean environment as information to achieve perfect physical growth, healthy lifestyle and fitness, skilled, and have a positive attitude. Physical education carried out in schools generally aims to provide movement activities through subject matter in the form of games, gymnastics, athletics, swimming and martial arts. Just like education in general, the objectives of physical education can be achieved by having several important components, including lesson plans, educators, students, and other facilities such as learning media, facilities and infrastructure. This is because the teaching and learning process must be in accordance with the conditions of each class and school, so that the process of transforming 66