Browsing by Subject "CIPP Model"

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    Analysis of the implementation of the 11th ASEAN Para Games in Indonesia
    (Universidad de Murcia, Servicio de publicaciones, 2024) Suryani, Margareta; Purnama, Sapta Kunta; Umar, Fadilah; Riyadi, Slamet
    This study aimedto analyze theevaluation of theimplementation of the 11th ASEAN Para Games in Indonesia, where there was a transfer of hosts, and Indonesia agreed to organize the event following a 2-year hiatus.The research employed an evaluation method within the qualitative research category. Specifically, the study used the CIPP model for evaluation, with data collected through a questionnaire and observation. The CIPP assessment was conducted both during and at the end of the ASEAN Para Games in Indonesia in 2022.The population of this study comprised all Indonesian athletes who participated in the 2022 ASEAN Para Games in Bengawan, Indonesia. The research subjects included the NPC, KEMENPORA, PELATNAS, and the government, totaling 115 people.Based on the analysis, the 11th ASEAN Para Games in Indonesia in 2022, evaluated using the CIPP method, was successful. Content, input, process, and product evaluations all rated in the moderate category, with scores ranging from 66.7% to 93.3% across competition managers, managersand officials, coaches, athletes, and support personnel, indicating satisfactory performance.Overall, the evaluation results reveal that the implementation of the 11th ASEAN Para Games in Indonesia in 2022 was conducted quite well, adhering to the rules and standards for international sports events
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    Incidencia de la Evaluación Formativa en el proceso didáctico
    (Universidad de Murcia, 1995) Abraira Fernández, Concepción Felisa
    En este artículo recogemos los resultados hallados en la evaluación del proceso, según el modelo CIPP, de un programa educativo diseñado para futuros maestros. Se aplicó con el fin primordial de mejorar los resultados cada vez más bajos que aquellos obtienen en matemáticas. Se llega a la conclusión de que la evaluación formativa en matemáticas contribuye a mejorar los resultados de los alumnos en cuanto a la variable de grupo comportamiento de los alumnos respecto de la asignatura. Ésta operacionaliza la variable de proceso petición de ayuda, necesaria para gran parte de los alumnos que quieran aprender significativamente.