M01672
CONTEXT, INPUT AND PROCESS EVALUATION OF IMPLEMENTATION OF
ACCELERATION CLASS PROGRAM IN SMPN 1 SALATIGA
Bambang Suteng Sulasmono
sulasmonobambang@yahoo.com
Danu Prasetyo
danupancasila@yahoo.com
Y. Haris Nurasastriya
haris.nusa@staff.uksw.edu
Abstract
Acceleration class program is a learning program held by SMPN 1 Salatiga. The
acceleration program is a new educational service program in Salatiga. SMPN 1
Salatiga is the only Junior High School in Salatiga which has a license to hold
this program in 2013. This study aims at gathering information to evaluate the
implementation of the acceleration program in SMPN 1 Salatiga. The evaluation
model used is CIPP; however it is limited only at the process since this
acceleration program has not produced its product. This CIPP Model aims at
evaluating the implementation of the acceleration class service program from
Context, Input, and Process perspective. The results of this study show that from
Context perspective, the implementation of the acceleration program in SMPN 1
Salatiga is based on the needs to provide educational service to the gifted
students (IQ≥130) and optimize the school facilities. From Input perspective, the
program, planning, organizing, human resource, utilities and facilities, and
financial show that SMPN 1 Salatiga has readiness to implement the program.
The process evaluation shows that the implementation has been in accordance
with the plan, however there are some challenges in the implementation.
Keywords: Acceleration Program, Program Evaluation, CIPP Model
INTRODUCTION
The implementation of acceleration program is the realization of article 5 verse 4 of
the Law Number 20, 2003 about the National Education System which states that “Every
citizen who has the potential of intelligence and special talent (gifted) deserves to acquire
special education”. The government keeps doing efforts in providing certain services for the
children who has special intelligence (gifted) and one of them is the acceleration class
program. The service given to the gifted children is really needed by the society. By
implementing the acceleration program, the gifted students could their study faster than the
normal ones. The implementation of the acceleration class program in Indonesia has actually
been started since 2002 in some schools (Ahmadi, 2011).
1
The discussion about the acceleration program is related to the interpretation of the
program itself. According to Arikunto and Jabar (2009), the program can be classified into
three, they are: the processing program, the service program and the general program. The
acceleration program is one of the efforts of giving services and opportunities to the gifted
children so that they could finish their study faster than the other normal ones. Calangelo
(Hawadi, 2011) states that the acceleration program can be comprehended as a model of
learning service by skipping certain classes. Therefore, the acceleration program is included
in a service program, a program which aims at giving service and opportunities for the gifted
students.
The implementation of acceleration class program is also closely related to the
dimension of superior school. This dimension becomes the foundation of the school which is
going to implement the acceleration program. There are several dimensions of superior
school such as: 1) The input is in the form of students who are really selected by using certain
criteria and procedures which are suitable and can be taken into responsibility. The selection
criteria usually utilize the IQ score of 130; 2) The utilities and infrastructure which support
students’ needs and can be used to channelize their talent and interest; 3) The learning
environment which is conducive to create and develop the superior potential into reality, both
physical and social – psychological environment; 4) The teachers and educators who will
handle this program must be those whose qualities are really selected, both on the subject
mastery, teaching method mastery and commitment in carrying out their duties; 5) Enriched
curriculum; 6) The duration in the school which implements this program will be longer /
more than the duration in other school; 7) The teaching and learning process which is
qualified and the results can be taken into responsibility toward the students, the institution
and the society; The add values of the superior school are on the additional treatment beyond
the curriculum, enrichment program,
extension and acceleration, remedial treatment,
guidance and counseling service, building and developing creativity as well as discipline; 9)
Building and developing leadership skills which are integrated into the whole system of
students’ development system by having real practices on daily life activities as it is not a
school subject; 10) The superior school is a part of national education system; 11) The
superior school is projected to be the center of superiority (Depdiknas, 2004).
2
In Salatiga, SMPN 1 Salatiga is a Junior High School which has obtained the license
to hold the acceleration class program since 2013. In order to improve the quality in
implementing this program, the evaluation toward the program itself is absolutely essential.
Therefore, the writer is interested to make a study on the implementation of the acceleration
class program in SMPN 1 in 2013/2014 Academic Year.
The evaluation toward the implementation of the acceleration program has been done
before at some schools, one of them is the evaluation study that was done by Sri Rahayu
(2007) in SMAN 1 Karanganyar in 2006/2007 Academic Year. The result of that study stated
that the implementation of the acceleration program has been in accordance with the planned
goal and target. Meanwhile, the result of another study done by Dwi Astutik (2013) in
SMAN 1 Karanganyar in 2012/2013 Academic Year stated that the implementation of the
acceleration program was less relevant with the planned goal and target.
The evaluation model which is applied in this study is the Context Input, Process,
Product (CIPP) Model from Daniel Stufflebeam (2007). The importance of the context
evaluation includes the assessment toward the unfulfilled needs, problems, assets and
chances. The input evaluation assesses the alternative approach, work plan, employment plan,
and budget plan for the feasibility and potential effectiveness of the budget to fulfill the needs
of the target and to reach the goal. The process evaluation is aimed at giving an assessment in
implementing the activities and giving feedback toward staff’s working performance.
Meanwhile, the goal of the product evaluation is to measure, interpret and assess the
achievement of a program. Wirawan (2012) also shares the same opinion that during the
context evaluation the writer tries to identify and assess the needs which become the
foundation in arranging the program. During the input evaluation the writer identifies and
assesses the program, human resources, utilities and facilities, financial, work procedures and
planning. During the process evaluation the writer tries to assess the form of the program,
the implementation of the program, the time and the budget of the program. Meanwhile,
during the product evaluation, the writer tries to assess the result and the achievement of the
concerned program.
According to Stufflebeam (1983), in applying this evaluation model, the evaluator
could accomplish one component or a combination of two evaluation components and he/she
has the option either to use the four components or not. The implementation of the evaluation
using CIPP model is possible to be done only until the process stage. Therefore, the
evaluation that is done on the implementation of the acceleration class program in SMPN 1
3
Salatiga in 2013/2014 Academic Year only on the context, input and process of the program
implementation.
Based on the background discussed above, the problem in this study is formulated
into this question: How are the context, input and process of the implementation of the
acceleration class program in SMPN 1 Salatiga in 2013/2014 Academic Year. Whereas the
purpose of this study is to give policy recommendation to the management team of the
acceleration program in SMPN 1 Salatiga, based on the evaluation result of the context, input
and process of the implementation of the acceleration class program in SMPN 1 Salatiga in
2013/2014 Academic Year. Theoretically, the result of this study is hoped to be beneficial by
giving additional references in terms of educational management, especially for any
information which is relevant to the implementation of the acceleration program. Practically,
the result of this study can be utilized by the management team of SMPN 1 Salatiga in
improving the quality of the implementation of the acceleration program.
METHOD OF STUDY
The evaluation study of the implementation of the acceleration program in SMPN 1
Salatiga is an evaluative study. The evaluation model used in this study is CIPP model
(context, input, process, product). However, the study is only done until the evaluation
process, so that the character of this evaluative study is formative, not summative.
The subject of this study is SMPN 1 Salatiga, especially on the acceleration class
program in 2013/2014 Academic Year. The data resource in this study includes the
headmaster, the coordinator of the acceleration program, teachers, students, school
committees, and school supervisors. The data collection techniques consist of interview,
observation and document study. The interview is done toward all of the data resources that
have been previously stated. The observation is done toward the teaching and learning
process of the students in the acceleration class. Whereas the data about the feasibility study,
analysis of SWOT results, Decree of implementation, schedule, academic calendar, and
proposal of program implementation are collected from the document study.
The technique of data analysis includes 1) Data Collection – the stage of collecting
the data on the field gained from the interview result, observation, and document study, 2)
Reduction – the stage of classifying all of the data gained from the field by using CIPP
4
model, 3) Data Display – the stage of serving the data which have been classified by using
CIPP model, 4) Verification – the stage of drawing a conclusion and verifying the data gained
by doing the data validation.
RESULTS AND DISCUSSION
Context Evaluation of the acceleration class program in SMPN 1 Salatiga
The implementation of the acceleration class program in SMPN 1 Salatiga is a policy
that is done by the school in satisfying the needs in the society and the needs in the school
itself. One of the needs that hasn’t been fulfilled in SMPN 1 Salatiga is the learning service
which is more maximum for the students who are gifted. This need has arisen when the
school held the Pioneer of International School (RSBI) in 2010. During the implementation of
RSBI program, the school has identified the students’ intelligence for the RSBI classes. The
identification result shows that there are students whose IQ ≥ 130 and the number keeps
increasing each year. The data is shown in the following table:
Table 1
The Number of Students Whose IQ ≥ 130
on the Last Three Years
2010/
2011
180
2011/
2012
240
2012/
2013
240
The number of students whose IQ ≥ 130
17
31
40
Percentage
9,4%
12,9%
16,7%
Academic Year
The number of students who are
accepted on the RSBI Program
Table 1 shows the number of students whose IQ ≥ 130 that there are 17 students out
of 180 students in 2010/2011 Academic Year, there are 31 students out of 240 students in
2011/2012 Academic Year, and there are 40 students out of 240 students in 2012/2013
Academic Year. The fact that there are students whose IQ ≥ 130 becomes the challenge for
the school since the school not only tries to give service for the gifted students but also keeps
accommodating those with normal intelligence. The students whose IQ ≥ 130 do not need
longer time to comprehend the materials of the subjects, while those with normal abilities
need longer time than the gifted ones. As a consequence, when the two categories of students
are in the same class, it will cause problems.
5
Besides that, the policy to implement the acceleration class program in SMPN 1
Salatiga is also related to the fact that the Pioneer of International School (RSBI) in SMPN 1
Salatiga was ceased in 2012. The facilities that have been provided for this program must be
utilized into a relevant program so that the maintenance will not become the burden for the
school. Those two needs; the need of giving service for the gifted students and the need of
making the utilities and facilities of the former RSBI program to be effective, become the
strong foundation for the school to apply this policy which aims at answering those two
needs, by implementing the acceleration class service.
Input Evaluation of the Acceleration Class Program in SMPN 1 Salatiga
The process in implementing the acceleration class program covers several steps and
it begins with the feasibility study toward SMPN 1 Salatiga, SWOT analysis after consulting
it with the acceleration of Working Plan (POKJA), submitting proposal of the acceleration
program implementation to the Education and Sports Department (Disdikpora) of Salatiga,
The Mayor of Salatiga, and the Education Department of Central Java Province. After going
through all of those steps, finally the Education Department of Central Java Province granted
a Decree No. 420/12468 on February 24th, 2014 and declared that SMPN 1 Salatiga has been
the school that implements the acceleration class program since 2013/2014 Academic Year.
The acceleration class program is an educational service program that is implemented by
the school for the gifted students. This program has been implemented by SMPN 1 Salatiga
since 2013/2014 Academic Year. Based on the substantial content, the education in the
period of the acceleration class will be achieved within two years. The following is the
comparison between the study period in the acceleration class and the regular class:
Comparison of Study Period
Acceleration Class and Regular Class
Acceleration Class
Study
Acceleration I
Study 1 Grade VII
Semester I
Study 2
Semester II
Study 3 Grade VIII
Semester I
Study 1
Semester II
Study 2 Grade IX
Semester I
Study 3
Semester II
Acceleration II
Regular Class
Semester
Resource: Interview with Coordinator on April 2014.
Processed Data Program
6
The table above shows that the education process in acceleration class can be finished
in two years, which is a year faster than the non-acceleration classes. The curriculum used in
implementation the acceleration class in SMPN 1 Salatiga is KTSP curriculum which had
been adjusted and modified to the needs of acceleration class. In school year 2013/2014 in
SMPN 1 there was one acceleration class with 14 students in a class.
The acceleration program in SMPN 1 Salatiga was managed by a special team that
had been decided in Headmaster’s Decree (SK Kepala Sekolah) No. 800/289a/2013 about
Division of Teachers’ Responsibility as Acceleration Class Program Manager in SMPN 1
Salatiga. The components of the special team were the Headmaster as the guardian/caretaker
of the program, the Vice Headmaster of Curriculum as Program Coordinator, Vice
Headmaster of Students’ Body, Vice Headmaster of utilities and infrastructures, and Vice
Headmaster of Public Relation.
The utilities and infrastructures provided by the school to support the acceleration
class implementation were: 72 m2 classrooms area with the other supporting facilities such as
carpet, LCD, 1 unit of laptop, 1 unit of printer, 1 unit of AC, and lockers. The other
supporting facilities are 2 units of Science Laboratory, 2 units of Language Laboratory, 2
units of Technology and Information Laboratory, 1 unit of PTD Laboratory, 1 unit of Electro
Laboratory, 1 Art and Batik room, a library, a multimedia room, a reading room and allpurpose room (Utilities and Infrastructure Data, 2014).
The implementation of acceleration class program was funded from several sources,
such as from additional operational as much as Rp 50.400.000 which was from students and
operational aid fund from Ministry of Education, Cultural and Sport in Salatiga. In school
year 2013/ 2014 there were 10 out of 14 acceleration class’ students who got special
operational relief fund from the government.
The funding of acceleration class program from the implementation side can be seen
from the table below:
Budget-Estimation Plan of Acceleration Program in 2013
Source
Total
Board of Committee
Rp. 12.7000.000
RSBI
Rp. 18.000.000
Sponsorship
Rp. 5.200.000
Independent Fund
Rp. 10.000.000
Total
Rp. 45.900.000
7
Source: Acceleration Program Proposal 2013
The table above explains that the budgeting plan in implementing acceleration class
program in SMPN 1 Salatiga in school year 2013/2014 approximately was Rp 45.900.000.
The fund sources from the board of the committee was Rp 12.700.000 and from RSBI was Rp
18.000.000, from sponsorship was Rp 5.200.000, and from Independent Fund was Rp
10.000.000. The estimate-budgeting plan had been planned by the school by coordinating it
with the school’s board of committee.
Generally the implementation of the acceleration class program was not far different
with the non-acceleration classes. The time allocations in implementing acceleration class
program in SMPN 1 Salatiga were: from Monday to Tuesday: 7.00-13.30, from Wednesday
to Thursday: 7.00-12.50, on Friday: 7.00-11.15, and on Saturday: 7.00-9.50.
The lesson planning in acceleration class included yearly program planning
(PROTAN) which was arranged by every subject teacher for 3 years of studying period,
trimester program, and a syllabus. While in trimester studying program, teacher arranged the
trimester studying program to become one studying period.
The implementation of acceleration class in SMPN 1 Salatiga had been managed by
a managerial team. The academic calendar in acceleration class was used as the reference in
implementing the learning process in acceleration class program.
The Process Evaluation of Acceleration Class Program in SMPN 1 Salatiga
The implementation of acceleration class included the learning process that had been
designed to adjust the academic calendar and the lesson schedule arranged by the
management team. The implementation of the acceleration class service in SMPN 1 Salatiga
had started in school year 2013/2014, which was implemented in several phases, started from
grade VII and school enrollment on June 10th 2013, which followed by selection stage and
learning process stage. In school year 2013/2014, there were 57 students enrolled and from
the selection process there were 14 students accepted in acceleration class program.
The learning process of acceleration class had been conducted as the plan. There were
3 (three) learning periods for acceleration level I, and 3 (three) learning period for
acceleration level II. After learning for 6 learning periods or 6 semesters, students were
having the School Examination and National Examination which were administered by the
school and the government to determine whether the students pass or not. The
8
implementation of this learning process had been in line with the lesson plan, which consisted
of 50% classical learning model and 50% individual learning model, as well as 70% Indoor
activity and 30% Outdoor activity (Source: CIBI Instrument Money Results).
The school’s infrastructure (1 Science Laboratory, 2 Language Laboratories, 2
Technology and Information Laboratories, 1 PTD Laboratory, 1 Electro Laboratory, 1 art and
batik room, library, multimedia room, reading room, and multi-purpose hall) to support the
implementation of acceleration class program had been utilized as the school’s expectation,
since in the learning process both the teachers and students in acceleration class had
completely utilized the infrastructures provided to support the learning and teaching process
in the acceleration class of SMPN 1 Salatiga.
However, there were some constraints and challenges in the implementation of
acceleration class program. One of the constraints faced by the school was that the school had
not been a able to give full scholarship to all the students in acceleration class. The other
problem was that the school had not completely got special operational aid from the
government. Those were some restraints that hindered the school in order to implementing
and improving the quality of acceleration class program. Another problem faced by the
teachers was the difficulty to integrate 2 to 3 relevant subject topics.
DISCUSSION
The evaluation result in the context of the implementation of acceleration class
program in SMPN 1 Salatiga above has shown that the program’s goal was to meet the
demand from the stakeholder who expecting a service that is more suitable for the gifted
children, as well as the need to utilize the school’s infrastructures more effectively. This
finding is in line with a study conducted by Sri Rahayu (2007) who stated that the
implementation of acceleration class in SMAN 1 Karanganyar school year 2006/ 2007 was
derived from the need of the gifted student at the related school. Hence the effort to utilize the
school’s infrastructure efficiency had been corresponding to a high-quality school principle
which states that the school’s infrastructures utilization to not only support students need but
also become students’ space to channel their talents (National Education Department, 2004).
Therefore, based on the findings in the field data and the other studies, from the
implementation side, it can be concluded that acceleration program in SMPN 1 Salatiga was
9
needed by both school and stakeholder from the other schools. Based on those two needs,
therefore the implementation of acceleration class program had been held based on the need.
This finding is in line with Sri Rahayu (2007) finding that the implementation of acceleration
class was derived from the existing needs. Therefore, based on the findings of this study and
the other studies, it can be concluded that the implementation of acceleration program in
SMPN 1 Salatiga was derived from the need to provide service for the gifted children and to
utilize the provided infrastructures effectively.
From the Input side can be shown that the implementation of acceleration class
program was begun by planning the program by the school. Feasibility study, SWOT
analyses, Acceleration Working Plan Consultation, and arranging the lesson plan were
included in the planning stage in implementing the program. The fact that the implementation
of acceleration class had been planned carefully in order to agree in one goal shows that the
implementation of acceleration class in SMPN 1 Salatiga had fulfilled one of the good
program criteria, which is the existence of planning process to reach the goal. In accordance
with what Prihantoro (2012) stated that planning is a decision that was done in order to reach
the goal. Moreover, based on the Decree No. 420/12468, the Education Department of
Central Java had pointed SMPN 1 Salatiga as the party responsible for acceleration program.
Therefore, both theoretically and practically, the implementation of acceleration program had
fulfilled a good planning. Technically, the implementation of acceleration program was the
school responsibility, as stated in Headmaster’s Decree (SK Kepala Sekolah) No.
800/281a/2013 about the managements’ task division of acceleration class program in SMPN
1 Salatiga. Hence, referring to the decision, from the management view it is clear that the
function of the management has been arranged to achieve the target. As Prihantono (2012)
also stated that the organizing was designed to regulate a member’s responsibility and task in
order to reach the goal. The evaluation in Input component also can be seen from the human
resources (teachers). From the qualification side, that the teachers in acceleration class were
high quality human resources and qualified in their fields, there were13 teachers, 4 of them
were Post Graduates and 9 of them were Under Graduates. Based on those findings, it can be
explained that the teachers’ qualities were very important and school has to pay special
attention toward that. One of the criteria of a teacher who handles a good-quality school has
to be chosen from his/her quality and she/he has great qualities (National Education
Department, 2004). Referring to the previous explanation, it can be seen that from human
resource side the input of acceleration class program in SMPN 1 Salatiga was very
10
satisfactory. The data analysis above shows that from the input side of acceleration program
implementation in SMPN 1 Salatiga was generally satisfactory. This is in line with Sir
Rahayu (2007) and Santjojo (2010) who stated that from the input side, the implementation
of acceleration program had been planned well and satisfactory.
From the side of implementation processes evaluation, can be shown that acceleration
program in SMPN 1 Salatiga was started in school year 2013/ 2014, which began with the
opening of PPDB (New Students Enrollment Program). So far, from 2013 to 2015, this
school had held two acceleration classes. The first was in school year 2013/2014 and the
second was in 2014/2015. The implementation of acceleration class program, viewed from
funding side, was funded from various sources. The budgeting plan in the opening of the
program was from school’s board committee, sponsorship, and independent fund. Whereas,
the funding of this program mostly was from students’ parents, where there was an agreement
between school party and students’ parents.
The implementation of acceleration class program also faced some constrains and
challenges. One of the constraints faced by the school is that school had not been able to
provide full scholarship to all the students in acceleration class. While the challenged faced
was the regulation issued by Ministry of Education and Culture which banned the new
admission of acceleration class in school year 2015/2016. However, the school’s chance to
implement acceleration class is possible by using credits system model.
Therefore, SMPN 1 Salatiga had conducted a feasibility study and planning to see if
there is a potential in implementing acceleration program using credits system. This is
strongly supported by Scrinever and Michael (2013) who states that with a better planning of
acceleration program, it would be able to provide service for the gifted children.
CONCLUSION
The implementation of acceleration program in SMPN 1 Salatiga from the context side was
based on the need to provide service for the gifted children (IQ≥130) and to utilize the
infrastructure effectively since the RSBI program has been ceased. From the Input side which
includes the sufficiency of the program, planning, organizing, human resources,
infrastructures and funding. While from Process side, it had been implemented in accordance
11
with the program planning, although there were some constraints and challenges in the
implementation process.
SUGGESTIONS
Based on the conclusion of the study above, there are some suggestions: 1) The school needs
to cooperate more intensively with the other parties to provide full sponsorship of scholarship
to all acceleration class students; 2) In the future, the school has to be confident to implement
acceleration program class using credits model; 3) In order to implement acceleration
program using credits model, the schools have to improve the quality of the teachers in
acceleration class, one way to do that is by giving scholarship for the teachers to continue to
Post Graduate or Post Doctoral study.
REFERENCES
Ahmadi, I. K.dkk. 2011. Pembelajaran Akselerasi: Analisis Teori dan Prakterk Serta
Pengaruh Terhadap Mekanisme Pembelajaran Dalam Kelas AkselerasiJakarata:
Prestasi Pustaka.
Akbar, R dan Hawadi. 2011. Akselerasi: A-Z Inf Program Percepatan Belajar. Jakarta:
Grasindo.
Arikunto, Suharsini & Abdul Jabar. C. Safruddin. 2009.Evaluasi Program Pendidikan:
Pedoman Teoritis Praktis Bagi Mahasiswa dan Praktisi Pendidikan. Jakarta: Bumi
Aksara.
Arikunto, Suharsini. 2012. Dasar-Dasar Evaluasi Pendidikan. Jakarta: BumiAksara.
Astutik, Dwi. 2013. Evaluasi Program Akselerasi di SMAN 1 Karanganyar Tahun Ajaran
2012/2013.Surakarta: Jurnal Ilmiah Program Studi Sosiologi-Antropologi, Vol. 3, No.
1. FKIP UNS.
Engkoswara. 2010. Administrasi Pendidikan. Bandung: Alfabeta.
http://jurnal.fkip.uns.ac.id/index.php/sosant/article/view/1979opologi (downloaded on
Oktober 6th, 2014)
Prihantoro, A.H. 2012. Administrasi, Organisasi dan Manajemen: Pendekatan Praktis dan
Teknik Mengelola Organisasi. Yogyakarta: Andi Offset.
12
Rahayu, Sri. 2006. Evaluasi Program Akselerasi di SMAN 1 Karanganyar Tahun Ajaran
2006/2007. Tesis. Surakarta. UMS
Smith, T. David. 1998. Inklusi Sekolah Ramah untuk Semua, terjemahan oleh Moh.
Sugiarmin, MIF Baihaqi (2006), Bandung: Penerbit Nuansa
Stufflebeam. L. Daniel, Shinkfield.J Anthony. 2007. Evaluation Theory, Models &
Applications. San Francisco: Jossey Bass.
Stufflebeam. L. Daniel. 1983. Educational Evaluation and Decision Making. Itasca Illionis:
F.E Peacock Publisher.
Wirawan. 2012. Evaluasi: Teori, Model, Standar, Aplikasi dan Profesi. Jakarta: Rajawali
Pers.
13
ACCELERATION CLASS PROGRAM IN SMPN 1 SALATIGA
Bambang Suteng Sulasmono
sulasmonobambang@yahoo.com
Danu Prasetyo
danupancasila@yahoo.com
Y. Haris Nurasastriya
haris.nusa@staff.uksw.edu
Abstract
Acceleration class program is a learning program held by SMPN 1 Salatiga. The
acceleration program is a new educational service program in Salatiga. SMPN 1
Salatiga is the only Junior High School in Salatiga which has a license to hold
this program in 2013. This study aims at gathering information to evaluate the
implementation of the acceleration program in SMPN 1 Salatiga. The evaluation
model used is CIPP; however it is limited only at the process since this
acceleration program has not produced its product. This CIPP Model aims at
evaluating the implementation of the acceleration class service program from
Context, Input, and Process perspective. The results of this study show that from
Context perspective, the implementation of the acceleration program in SMPN 1
Salatiga is based on the needs to provide educational service to the gifted
students (IQ≥130) and optimize the school facilities. From Input perspective, the
program, planning, organizing, human resource, utilities and facilities, and
financial show that SMPN 1 Salatiga has readiness to implement the program.
The process evaluation shows that the implementation has been in accordance
with the plan, however there are some challenges in the implementation.
Keywords: Acceleration Program, Program Evaluation, CIPP Model
INTRODUCTION
The implementation of acceleration program is the realization of article 5 verse 4 of
the Law Number 20, 2003 about the National Education System which states that “Every
citizen who has the potential of intelligence and special talent (gifted) deserves to acquire
special education”. The government keeps doing efforts in providing certain services for the
children who has special intelligence (gifted) and one of them is the acceleration class
program. The service given to the gifted children is really needed by the society. By
implementing the acceleration program, the gifted students could their study faster than the
normal ones. The implementation of the acceleration class program in Indonesia has actually
been started since 2002 in some schools (Ahmadi, 2011).
1
The discussion about the acceleration program is related to the interpretation of the
program itself. According to Arikunto and Jabar (2009), the program can be classified into
three, they are: the processing program, the service program and the general program. The
acceleration program is one of the efforts of giving services and opportunities to the gifted
children so that they could finish their study faster than the other normal ones. Calangelo
(Hawadi, 2011) states that the acceleration program can be comprehended as a model of
learning service by skipping certain classes. Therefore, the acceleration program is included
in a service program, a program which aims at giving service and opportunities for the gifted
students.
The implementation of acceleration class program is also closely related to the
dimension of superior school. This dimension becomes the foundation of the school which is
going to implement the acceleration program. There are several dimensions of superior
school such as: 1) The input is in the form of students who are really selected by using certain
criteria and procedures which are suitable and can be taken into responsibility. The selection
criteria usually utilize the IQ score of 130; 2) The utilities and infrastructure which support
students’ needs and can be used to channelize their talent and interest; 3) The learning
environment which is conducive to create and develop the superior potential into reality, both
physical and social – psychological environment; 4) The teachers and educators who will
handle this program must be those whose qualities are really selected, both on the subject
mastery, teaching method mastery and commitment in carrying out their duties; 5) Enriched
curriculum; 6) The duration in the school which implements this program will be longer /
more than the duration in other school; 7) The teaching and learning process which is
qualified and the results can be taken into responsibility toward the students, the institution
and the society; The add values of the superior school are on the additional treatment beyond
the curriculum, enrichment program,
extension and acceleration, remedial treatment,
guidance and counseling service, building and developing creativity as well as discipline; 9)
Building and developing leadership skills which are integrated into the whole system of
students’ development system by having real practices on daily life activities as it is not a
school subject; 10) The superior school is a part of national education system; 11) The
superior school is projected to be the center of superiority (Depdiknas, 2004).
2
In Salatiga, SMPN 1 Salatiga is a Junior High School which has obtained the license
to hold the acceleration class program since 2013. In order to improve the quality in
implementing this program, the evaluation toward the program itself is absolutely essential.
Therefore, the writer is interested to make a study on the implementation of the acceleration
class program in SMPN 1 in 2013/2014 Academic Year.
The evaluation toward the implementation of the acceleration program has been done
before at some schools, one of them is the evaluation study that was done by Sri Rahayu
(2007) in SMAN 1 Karanganyar in 2006/2007 Academic Year. The result of that study stated
that the implementation of the acceleration program has been in accordance with the planned
goal and target. Meanwhile, the result of another study done by Dwi Astutik (2013) in
SMAN 1 Karanganyar in 2012/2013 Academic Year stated that the implementation of the
acceleration program was less relevant with the planned goal and target.
The evaluation model which is applied in this study is the Context Input, Process,
Product (CIPP) Model from Daniel Stufflebeam (2007). The importance of the context
evaluation includes the assessment toward the unfulfilled needs, problems, assets and
chances. The input evaluation assesses the alternative approach, work plan, employment plan,
and budget plan for the feasibility and potential effectiveness of the budget to fulfill the needs
of the target and to reach the goal. The process evaluation is aimed at giving an assessment in
implementing the activities and giving feedback toward staff’s working performance.
Meanwhile, the goal of the product evaluation is to measure, interpret and assess the
achievement of a program. Wirawan (2012) also shares the same opinion that during the
context evaluation the writer tries to identify and assess the needs which become the
foundation in arranging the program. During the input evaluation the writer identifies and
assesses the program, human resources, utilities and facilities, financial, work procedures and
planning. During the process evaluation the writer tries to assess the form of the program,
the implementation of the program, the time and the budget of the program. Meanwhile,
during the product evaluation, the writer tries to assess the result and the achievement of the
concerned program.
According to Stufflebeam (1983), in applying this evaluation model, the evaluator
could accomplish one component or a combination of two evaluation components and he/she
has the option either to use the four components or not. The implementation of the evaluation
using CIPP model is possible to be done only until the process stage. Therefore, the
evaluation that is done on the implementation of the acceleration class program in SMPN 1
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Salatiga in 2013/2014 Academic Year only on the context, input and process of the program
implementation.
Based on the background discussed above, the problem in this study is formulated
into this question: How are the context, input and process of the implementation of the
acceleration class program in SMPN 1 Salatiga in 2013/2014 Academic Year. Whereas the
purpose of this study is to give policy recommendation to the management team of the
acceleration program in SMPN 1 Salatiga, based on the evaluation result of the context, input
and process of the implementation of the acceleration class program in SMPN 1 Salatiga in
2013/2014 Academic Year. Theoretically, the result of this study is hoped to be beneficial by
giving additional references in terms of educational management, especially for any
information which is relevant to the implementation of the acceleration program. Practically,
the result of this study can be utilized by the management team of SMPN 1 Salatiga in
improving the quality of the implementation of the acceleration program.
METHOD OF STUDY
The evaluation study of the implementation of the acceleration program in SMPN 1
Salatiga is an evaluative study. The evaluation model used in this study is CIPP model
(context, input, process, product). However, the study is only done until the evaluation
process, so that the character of this evaluative study is formative, not summative.
The subject of this study is SMPN 1 Salatiga, especially on the acceleration class
program in 2013/2014 Academic Year. The data resource in this study includes the
headmaster, the coordinator of the acceleration program, teachers, students, school
committees, and school supervisors. The data collection techniques consist of interview,
observation and document study. The interview is done toward all of the data resources that
have been previously stated. The observation is done toward the teaching and learning
process of the students in the acceleration class. Whereas the data about the feasibility study,
analysis of SWOT results, Decree of implementation, schedule, academic calendar, and
proposal of program implementation are collected from the document study.
The technique of data analysis includes 1) Data Collection – the stage of collecting
the data on the field gained from the interview result, observation, and document study, 2)
Reduction – the stage of classifying all of the data gained from the field by using CIPP
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model, 3) Data Display – the stage of serving the data which have been classified by using
CIPP model, 4) Verification – the stage of drawing a conclusion and verifying the data gained
by doing the data validation.
RESULTS AND DISCUSSION
Context Evaluation of the acceleration class program in SMPN 1 Salatiga
The implementation of the acceleration class program in SMPN 1 Salatiga is a policy
that is done by the school in satisfying the needs in the society and the needs in the school
itself. One of the needs that hasn’t been fulfilled in SMPN 1 Salatiga is the learning service
which is more maximum for the students who are gifted. This need has arisen when the
school held the Pioneer of International School (RSBI) in 2010. During the implementation of
RSBI program, the school has identified the students’ intelligence for the RSBI classes. The
identification result shows that there are students whose IQ ≥ 130 and the number keeps
increasing each year. The data is shown in the following table:
Table 1
The Number of Students Whose IQ ≥ 130
on the Last Three Years
2010/
2011
180
2011/
2012
240
2012/
2013
240
The number of students whose IQ ≥ 130
17
31
40
Percentage
9,4%
12,9%
16,7%
Academic Year
The number of students who are
accepted on the RSBI Program
Table 1 shows the number of students whose IQ ≥ 130 that there are 17 students out
of 180 students in 2010/2011 Academic Year, there are 31 students out of 240 students in
2011/2012 Academic Year, and there are 40 students out of 240 students in 2012/2013
Academic Year. The fact that there are students whose IQ ≥ 130 becomes the challenge for
the school since the school not only tries to give service for the gifted students but also keeps
accommodating those with normal intelligence. The students whose IQ ≥ 130 do not need
longer time to comprehend the materials of the subjects, while those with normal abilities
need longer time than the gifted ones. As a consequence, when the two categories of students
are in the same class, it will cause problems.
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Besides that, the policy to implement the acceleration class program in SMPN 1
Salatiga is also related to the fact that the Pioneer of International School (RSBI) in SMPN 1
Salatiga was ceased in 2012. The facilities that have been provided for this program must be
utilized into a relevant program so that the maintenance will not become the burden for the
school. Those two needs; the need of giving service for the gifted students and the need of
making the utilities and facilities of the former RSBI program to be effective, become the
strong foundation for the school to apply this policy which aims at answering those two
needs, by implementing the acceleration class service.
Input Evaluation of the Acceleration Class Program in SMPN 1 Salatiga
The process in implementing the acceleration class program covers several steps and
it begins with the feasibility study toward SMPN 1 Salatiga, SWOT analysis after consulting
it with the acceleration of Working Plan (POKJA), submitting proposal of the acceleration
program implementation to the Education and Sports Department (Disdikpora) of Salatiga,
The Mayor of Salatiga, and the Education Department of Central Java Province. After going
through all of those steps, finally the Education Department of Central Java Province granted
a Decree No. 420/12468 on February 24th, 2014 and declared that SMPN 1 Salatiga has been
the school that implements the acceleration class program since 2013/2014 Academic Year.
The acceleration class program is an educational service program that is implemented by
the school for the gifted students. This program has been implemented by SMPN 1 Salatiga
since 2013/2014 Academic Year. Based on the substantial content, the education in the
period of the acceleration class will be achieved within two years. The following is the
comparison between the study period in the acceleration class and the regular class:
Comparison of Study Period
Acceleration Class and Regular Class
Acceleration Class
Study
Acceleration I
Study 1 Grade VII
Semester I
Study 2
Semester II
Study 3 Grade VIII
Semester I
Study 1
Semester II
Study 2 Grade IX
Semester I
Study 3
Semester II
Acceleration II
Regular Class
Semester
Resource: Interview with Coordinator on April 2014.
Processed Data Program
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The table above shows that the education process in acceleration class can be finished
in two years, which is a year faster than the non-acceleration classes. The curriculum used in
implementation the acceleration class in SMPN 1 Salatiga is KTSP curriculum which had
been adjusted and modified to the needs of acceleration class. In school year 2013/2014 in
SMPN 1 there was one acceleration class with 14 students in a class.
The acceleration program in SMPN 1 Salatiga was managed by a special team that
had been decided in Headmaster’s Decree (SK Kepala Sekolah) No. 800/289a/2013 about
Division of Teachers’ Responsibility as Acceleration Class Program Manager in SMPN 1
Salatiga. The components of the special team were the Headmaster as the guardian/caretaker
of the program, the Vice Headmaster of Curriculum as Program Coordinator, Vice
Headmaster of Students’ Body, Vice Headmaster of utilities and infrastructures, and Vice
Headmaster of Public Relation.
The utilities and infrastructures provided by the school to support the acceleration
class implementation were: 72 m2 classrooms area with the other supporting facilities such as
carpet, LCD, 1 unit of laptop, 1 unit of printer, 1 unit of AC, and lockers. The other
supporting facilities are 2 units of Science Laboratory, 2 units of Language Laboratory, 2
units of Technology and Information Laboratory, 1 unit of PTD Laboratory, 1 unit of Electro
Laboratory, 1 Art and Batik room, a library, a multimedia room, a reading room and allpurpose room (Utilities and Infrastructure Data, 2014).
The implementation of acceleration class program was funded from several sources,
such as from additional operational as much as Rp 50.400.000 which was from students and
operational aid fund from Ministry of Education, Cultural and Sport in Salatiga. In school
year 2013/ 2014 there were 10 out of 14 acceleration class’ students who got special
operational relief fund from the government.
The funding of acceleration class program from the implementation side can be seen
from the table below:
Budget-Estimation Plan of Acceleration Program in 2013
Source
Total
Board of Committee
Rp. 12.7000.000
RSBI
Rp. 18.000.000
Sponsorship
Rp. 5.200.000
Independent Fund
Rp. 10.000.000
Total
Rp. 45.900.000
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Source: Acceleration Program Proposal 2013
The table above explains that the budgeting plan in implementing acceleration class
program in SMPN 1 Salatiga in school year 2013/2014 approximately was Rp 45.900.000.
The fund sources from the board of the committee was Rp 12.700.000 and from RSBI was Rp
18.000.000, from sponsorship was Rp 5.200.000, and from Independent Fund was Rp
10.000.000. The estimate-budgeting plan had been planned by the school by coordinating it
with the school’s board of committee.
Generally the implementation of the acceleration class program was not far different
with the non-acceleration classes. The time allocations in implementing acceleration class
program in SMPN 1 Salatiga were: from Monday to Tuesday: 7.00-13.30, from Wednesday
to Thursday: 7.00-12.50, on Friday: 7.00-11.15, and on Saturday: 7.00-9.50.
The lesson planning in acceleration class included yearly program planning
(PROTAN) which was arranged by every subject teacher for 3 years of studying period,
trimester program, and a syllabus. While in trimester studying program, teacher arranged the
trimester studying program to become one studying period.
The implementation of acceleration class in SMPN 1 Salatiga had been managed by
a managerial team. The academic calendar in acceleration class was used as the reference in
implementing the learning process in acceleration class program.
The Process Evaluation of Acceleration Class Program in SMPN 1 Salatiga
The implementation of acceleration class included the learning process that had been
designed to adjust the academic calendar and the lesson schedule arranged by the
management team. The implementation of the acceleration class service in SMPN 1 Salatiga
had started in school year 2013/2014, which was implemented in several phases, started from
grade VII and school enrollment on June 10th 2013, which followed by selection stage and
learning process stage. In school year 2013/2014, there were 57 students enrolled and from
the selection process there were 14 students accepted in acceleration class program.
The learning process of acceleration class had been conducted as the plan. There were
3 (three) learning periods for acceleration level I, and 3 (three) learning period for
acceleration level II. After learning for 6 learning periods or 6 semesters, students were
having the School Examination and National Examination which were administered by the
school and the government to determine whether the students pass or not. The
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implementation of this learning process had been in line with the lesson plan, which consisted
of 50% classical learning model and 50% individual learning model, as well as 70% Indoor
activity and 30% Outdoor activity (Source: CIBI Instrument Money Results).
The school’s infrastructure (1 Science Laboratory, 2 Language Laboratories, 2
Technology and Information Laboratories, 1 PTD Laboratory, 1 Electro Laboratory, 1 art and
batik room, library, multimedia room, reading room, and multi-purpose hall) to support the
implementation of acceleration class program had been utilized as the school’s expectation,
since in the learning process both the teachers and students in acceleration class had
completely utilized the infrastructures provided to support the learning and teaching process
in the acceleration class of SMPN 1 Salatiga.
However, there were some constraints and challenges in the implementation of
acceleration class program. One of the constraints faced by the school was that the school had
not been a able to give full scholarship to all the students in acceleration class. The other
problem was that the school had not completely got special operational aid from the
government. Those were some restraints that hindered the school in order to implementing
and improving the quality of acceleration class program. Another problem faced by the
teachers was the difficulty to integrate 2 to 3 relevant subject topics.
DISCUSSION
The evaluation result in the context of the implementation of acceleration class
program in SMPN 1 Salatiga above has shown that the program’s goal was to meet the
demand from the stakeholder who expecting a service that is more suitable for the gifted
children, as well as the need to utilize the school’s infrastructures more effectively. This
finding is in line with a study conducted by Sri Rahayu (2007) who stated that the
implementation of acceleration class in SMAN 1 Karanganyar school year 2006/ 2007 was
derived from the need of the gifted student at the related school. Hence the effort to utilize the
school’s infrastructure efficiency had been corresponding to a high-quality school principle
which states that the school’s infrastructures utilization to not only support students need but
also become students’ space to channel their talents (National Education Department, 2004).
Therefore, based on the findings in the field data and the other studies, from the
implementation side, it can be concluded that acceleration program in SMPN 1 Salatiga was
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needed by both school and stakeholder from the other schools. Based on those two needs,
therefore the implementation of acceleration class program had been held based on the need.
This finding is in line with Sri Rahayu (2007) finding that the implementation of acceleration
class was derived from the existing needs. Therefore, based on the findings of this study and
the other studies, it can be concluded that the implementation of acceleration program in
SMPN 1 Salatiga was derived from the need to provide service for the gifted children and to
utilize the provided infrastructures effectively.
From the Input side can be shown that the implementation of acceleration class
program was begun by planning the program by the school. Feasibility study, SWOT
analyses, Acceleration Working Plan Consultation, and arranging the lesson plan were
included in the planning stage in implementing the program. The fact that the implementation
of acceleration class had been planned carefully in order to agree in one goal shows that the
implementation of acceleration class in SMPN 1 Salatiga had fulfilled one of the good
program criteria, which is the existence of planning process to reach the goal. In accordance
with what Prihantoro (2012) stated that planning is a decision that was done in order to reach
the goal. Moreover, based on the Decree No. 420/12468, the Education Department of
Central Java had pointed SMPN 1 Salatiga as the party responsible for acceleration program.
Therefore, both theoretically and practically, the implementation of acceleration program had
fulfilled a good planning. Technically, the implementation of acceleration program was the
school responsibility, as stated in Headmaster’s Decree (SK Kepala Sekolah) No.
800/281a/2013 about the managements’ task division of acceleration class program in SMPN
1 Salatiga. Hence, referring to the decision, from the management view it is clear that the
function of the management has been arranged to achieve the target. As Prihantono (2012)
also stated that the organizing was designed to regulate a member’s responsibility and task in
order to reach the goal. The evaluation in Input component also can be seen from the human
resources (teachers). From the qualification side, that the teachers in acceleration class were
high quality human resources and qualified in their fields, there were13 teachers, 4 of them
were Post Graduates and 9 of them were Under Graduates. Based on those findings, it can be
explained that the teachers’ qualities were very important and school has to pay special
attention toward that. One of the criteria of a teacher who handles a good-quality school has
to be chosen from his/her quality and she/he has great qualities (National Education
Department, 2004). Referring to the previous explanation, it can be seen that from human
resource side the input of acceleration class program in SMPN 1 Salatiga was very
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satisfactory. The data analysis above shows that from the input side of acceleration program
implementation in SMPN 1 Salatiga was generally satisfactory. This is in line with Sir
Rahayu (2007) and Santjojo (2010) who stated that from the input side, the implementation
of acceleration program had been planned well and satisfactory.
From the side of implementation processes evaluation, can be shown that acceleration
program in SMPN 1 Salatiga was started in school year 2013/ 2014, which began with the
opening of PPDB (New Students Enrollment Program). So far, from 2013 to 2015, this
school had held two acceleration classes. The first was in school year 2013/2014 and the
second was in 2014/2015. The implementation of acceleration class program, viewed from
funding side, was funded from various sources. The budgeting plan in the opening of the
program was from school’s board committee, sponsorship, and independent fund. Whereas,
the funding of this program mostly was from students’ parents, where there was an agreement
between school party and students’ parents.
The implementation of acceleration class program also faced some constrains and
challenges. One of the constraints faced by the school is that school had not been able to
provide full scholarship to all the students in acceleration class. While the challenged faced
was the regulation issued by Ministry of Education and Culture which banned the new
admission of acceleration class in school year 2015/2016. However, the school’s chance to
implement acceleration class is possible by using credits system model.
Therefore, SMPN 1 Salatiga had conducted a feasibility study and planning to see if
there is a potential in implementing acceleration program using credits system. This is
strongly supported by Scrinever and Michael (2013) who states that with a better planning of
acceleration program, it would be able to provide service for the gifted children.
CONCLUSION
The implementation of acceleration program in SMPN 1 Salatiga from the context side was
based on the need to provide service for the gifted children (IQ≥130) and to utilize the
infrastructure effectively since the RSBI program has been ceased. From the Input side which
includes the sufficiency of the program, planning, organizing, human resources,
infrastructures and funding. While from Process side, it had been implemented in accordance
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with the program planning, although there were some constraints and challenges in the
implementation process.
SUGGESTIONS
Based on the conclusion of the study above, there are some suggestions: 1) The school needs
to cooperate more intensively with the other parties to provide full sponsorship of scholarship
to all acceleration class students; 2) In the future, the school has to be confident to implement
acceleration program class using credits model; 3) In order to implement acceleration
program using credits model, the schools have to improve the quality of the teachers in
acceleration class, one way to do that is by giving scholarship for the teachers to continue to
Post Graduate or Post Doctoral study.
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