EVALUASI PEMBELAJARAN MELUKIS GYPSUM PADA PENDIDIKAN NON FORMAL ANAK USIA DINI MENGGUNAKAN MODEL CIPP DI KB PERMATA RUBY

Abstract

This study aims to evaluate the implementation of gypsum painting learning in non-formal early childhood education at Permata Ruby Kindergarten using the CIPP (Context, Input, Process, Product) evaluation model. The study employed a descriptive qualitative approach with an evaluative design. The research subjects consisted of 10 group B students aged 3–5 years, while the supporting informants were the principal and class teachers. Data collection techniques included participatory observation, interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while data validity was tested using source and technique triangulation. The findings revealed that, in the context aspect, gypsum painting learning was relevant to students’ needs and served as a solution to the limited implementation of art learning in the institution. In the input aspect, adequate learning media were available, although there were still limitations in teaching staff and variations of materials. In the process aspect, learning activities were carried out through preparation, demonstration, and direct practice stages that encouraged children’s active participation, despite constraints related to time management and the need for additional assistance. In the product aspect, the learning activities positively contributed to the development of fine motor skills, creativity, self-confidence, and visual expression abilities of students. Overall, gypsum painting learning was considered effective and meaningful, although improvements are needed in mentoring, time management, and the enrichment of learning media.