Evaluasi Kebijakan Pengembangan Kompetensi Guru dan Kepala Sekolah Berbasis CIPP (Context, Input, Process, and Product) di Sekolah Binaan Yayasan Bina Harati PAMA
DOI:
https://doi.org/10.30605/jsgp.9.2.2026.8796Keywords:
Evaluasi Kebijakan, Pengembangan Kompetensi, Model CIPP, Guru, Kepala SekolaAbstract
Kebijakan pengembangan kompetensi guru dan kepala sekolah merupakan instrumen strategis dalam peningkatan mutu pendidikan. Namun, dalam praktiknya, kebijakan tersebut seringkali belum dilaksanakan berdasarkan analisis kebutuhan yang mendalam maupun evaluasi yang sistematis. Penelitian ini bertujuan untuk mengevaluasi kebijakan pengembangan kompetensi guru dan kepala sekolah di sekolah binaan Yayasan Bina Harati PAMA (YBHP), Kalimantan Tengah, menggunakan model CIPP (Context, Input, Process, Product). Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus evaluatif. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi yang melibatkan guru, kepala sekolah, pengelola yayasan, serta asesor BPMP. Analisis data dilakukan secara interaktif melalui reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperkuat dengan triangulasi sumber, triangulasi teknik, dan member checking. Temuan penelitian menunjukkan bahwa kebijakan pengembangan kompetensi telah berjalan dan memiliki tujuan yang relevan. Namun demikian, perencanaan kebijakan belum sepenuhnya didasarkan pada kebutuhan riil di lapangan (needs assessment), distribusi sumber daya belum merata, tindak lanjut pascapelatihan masih sangat terbatas, dan hasil evaluasi belum dijadikan dasar yang kuat dalam pengambilan keputusan kebijakan. Evaluasi berbasis model CIPP berhasil memetakan kekuatan dan keterbatasan kebijakan secara komprehensif. Penelitian ini menyimpulkan bahwa efektivitas kebijakan memerlukan penguatan pada aspek analisis kebutuhan, pemerataan input, dan keberlanjutan proses tindak lanjut.
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