@phdthesis{digilib41769,
           month = {December},
           title = {EVALUASI PROGRAM GERAKAN LITERASI SEKOLAH
(GLS) PERSPEKTIF TEORI CIPP (CONTEXT, INPUT,
PROCESS, PRODUCT) DI SMAN 2 BANTUL},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM. 15140004 Lusiana},
            year = {2019},
            note = {Dr. Hj. Sri Rohyanti Zulaikhah, S.Ag., SS., M.Si},
        keywords = {Evaluation, School Literacy Movement (GLS), CIPP (Context, Input,
Process, Product)},
             url = {https://digilib.uin-suka.ac.id/id/eprint/41769/},
        abstract = {The background of this research stems from an interest in the GLS program at SMAN 2
Bantul, which received a different award from other schools. So that researchers evaluate both
the weaknesses and strengths. While this study aims to determine the success of GLS
carefully and comprehensively which refers to the CIPP (Context, Input, Process, Product)
theoretical model developed by Daniel Stufflebeam. The type of research used is descriptive
qualitative. The collection of data using observation, interviews, and documentation. The
results showed, (1) context evaluation included the background of the school in implementing
GLS, namely advice from the government, school support in the implementation of GLS in
the form of fulfillment of facilities and infrastructure, GLS program targets, namely the
school community and the wider community while the program's goal was to foster literat
culture, the needs of program supporters include books, the existence of reading corners, class
libraries, and reading corners that are spread among the community, (2) input evaluation
includes the role of HR, namely the principal, educators / teachers, library managers,
participants students / students. Supporting infrastructure includes a storefront of a class
library, 10 reading points, a literacy journal, a book endowment box. The GLS fund budget is
5\% of APBS. The strategies undertaken include literacy journals becoming prerequisites for
UAS, teachers being role models in every literacy program, holding 15 minutes of reading
activities before lessons, young librarians, holding literacy competitions between students, the
best readers, following literacy contests at district, provincial and district levels nationally, (3)
the achievement of process evaluation (process evaluation) is measured from 3 stages namely
the habituation stage resulting in that at this stage all the parameters of the habituation
habituation have been met, then at the development stage the results obtained have met the
achievement parameters of the development stage, whereas at the learning stage the results
obtained already meet the achievement parameters of the learning stage, (4) product
evaluation is assessed from the interest in reading and writing as well as the work produced
by students Interest in reading and writing students has increased continuously it is measured
from the number of library visitors and journals produced by students each year always
experience an increase in number, while the work produced in the form of canting books, a
collection of poems by students, a collection of short stories and bulletin, clippings and also
other championships such as LCC, OSN. Inhibiting factors / constraints during the program
include the lack of book display shelves so that a lot of books are inputted but stored in boxes,
the late fee becomes the effect of lazy students borrowing books in the library, writing literacy
journals becomes a limitation for students in reading books.}
}