EVALUASI PROGRAM GERAKAN LITERASI SEKOLAH (GLS) PERSPEKTIF TEORI CIPP (CONTEXT, INPUT, PROCESS, PRODUCT) DI SMAN 2 BANTUL

Lusiana, NIM. 15140004 (2019) EVALUASI PROGRAM GERAKAN LITERASI SEKOLAH (GLS) PERSPEKTIF TEORI CIPP (CONTEXT, INPUT, PROCESS, PRODUCT) DI SMAN 2 BANTUL. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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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.

Item Type: Thesis (Skripsi)
Additional Information: Dr. Hj. Sri Rohyanti Zulaikhah, S.Ag., SS., M.Si
Uncontrolled Keywords: Evaluation, School Literacy Movement (GLS), CIPP (Context, Input, Process, Product)
Subjects: Ilmu Perpustakaan
Divisions: Fakultas Adab dan Ilmu Budaya > Ilmu Perpustakaan (S1)
Depositing User: Drs. Mochammad Tantowi, M.Si.
Date Deposited: 04 Jan 2021 10:05
Last Modified: 04 Jan 2021 10:05
URI: http://digilib.uin-suka.ac.id/id/eprint/41769

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