Evaluation of Inorganic Chemistry Courses Using Context, Input, Process, and Product Model: a Case Study at the Tanjungpura University
Lukman Hadi and Ahmad Mudzakir*

Post Graduate Study Program of Natural Science Education, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudi No. 229 Bandung West Java Indonesia
*mudzakir.kimia[at]upi.edu

Abstract

Inorganic chemistry is one of the programs provided to students in the Chemistry Education department. This program consists of four compulsory courses, namely metal chemistry, metal chemistry practicum, non-metallic chemistry, and non-metallic chemistry practicum, which are available for one academic year. As a program, an evaluation must be carried out to see the extent to which the program can achieve the goals that have been determined. This study aims to evaluate the inorganic chemistry lecture program for one year of its application. A total of 3 lecturers and 50 students were involved in this study as participants. We applied Stufflebeam^s Context, Input, Process, and Product (CIPP) model to frame the case study analysis and presentation of the complex impacts generated by pre/post-course competency self-assessments and reflections integrated with an end-of-course focus group. The results show that the context of the program is not yet relevant to the potential of the region, and the process of achieving the program objectives has not been reliable. Implication of the study show that a need to improve the program^s structure

Keywords: CIPP model- curriculum- evaluation- inorganic chemistry

Topic: Chemical Education