Evaluation of the implementation of interactive video-based online learning in practical courses using the CIPP model

INTRODUCTION

The spread of the Coronavirus disease 2019 (Covid-19) has had a significant impact on
society globally. Studies reveal that the impact is on the socio-economic and educational
aspects (S. Black et al., 2020). Although it has negative consequences for life, Covid-19 can be
an opportunity to encourage sustainable development for education (Sá & Serpa, 2020b). The
establishment of large-scale social distancing policies has led to changes in the learning implementation in all existing educational fields. Studies reveal that online learning is allegedly a
panacea in the current crisis. EdTech startups and e-learning modes are growing rapidly during the pandemic (Dhawan, 2020).
Universities in Indonesia have been conducting online learning for a year. On the one
hand, it is as a form of promoting digital competence in education, on the other hand, it is
also a form of compliance with government policies (Adedoyin & Soykan, 2020; Sá & Serpa,
2020a). Students and lecturers carry out the teaching and learning process remotely (without
face to face) by utilizing existing information technology. This means that learning is done
from home. Through the Ministry of Education and Culture and Regional Government
Decrees related to the Implementation of Learning in the Covid 19 Period, this is one solution to suppress the impact of the pandemic that has occurred so far. Besides, many impacts have
been caused during the learning evaluation carried out.
Recent research on postgraduate students found that online learning has not been fully
able to provide the desired results. The reasons are technical and financial problems, low faceto-face interaction, and inadequate infrastructure (Adnan, 2020; Aguilera-Hermida, 2020; Laili
& Nashir, 2021). Other studies explain that limitations involve inefficiencies and difficulties in
maintaining academic integrity (Allo, 2020). Other research points to the positive impact of
online learning and recommends it to practice the development of more innovative learning,
reduced cognitive load, and increased interactivity (Mukhtar et al., 2020). The CIPP model is
recommended as an evaluation of TEFL in schools after the Covid 19 Pandemic (Irawan &
Prasetyo, 2020; Mustangin & Riswanto, 2020). Meanwhile, this study evaluates the implementation of online learning based on an interactive video in practical courses using the CIPP
model in private universities. The literature explains that academic institutions currently face
various challenges related to online learning (Dhawan, 2020). Therefore, it is very important to
conduct a study that investigates this problem more deeply, especially regarding the evaluation
of the interactive video-based learning model.

RESEARCH METHOD

This study uses quantitative research methods. This study aims to evaluate the implementation of online learning based on interactive video for the 2020/2021 academic year
located at Raharja University, Tangerang City, Banten. The research location was chosen because online lectures at Raharja University are more flexible, making it easier for the data
collection stage. And video-based online learning methods for practical courses in the undergraduate program of the faculty of economics and business and the faculty of science and
technology during the Covid 19 pandemic. This is in accordance with the purpose of this
study to evaluate the practice. The type of data used is primary data sourced from interviews
with participants. Besides, secondary data is sourced from primary law and literature studies
relevant to the research problem.

CONCLUSION

The conclusion explains that, overall, in the evaluation stage, the implementation of
online learning based on video learning in practical courses using the CIPP model at Raharja
University, Tangerang City Banten, is in the very good category because the average value of
the category is 80.55%. The concepts, planning, processes, and evaluation of online learning
systems using interactive videos can provide learning comfort and satisfaction for teachers and
students. In context, the online learning system based on video learning at Raharja University during the Covid 19 pandemic has carried out learning practices in accordance with central
government regulations through the Ministry of Education and Culture as well as local
governments through the decrees of the Governor of Banten Province and the Regent of
Tangerang City. Thus, the learning system can be continued by correcting some of its shortcomings, especially the material in the video, so that it is easy for students to understand. The
expected implication is that the implementation of online learning based on interactive video
can become an opportunity to transform education in higher education in the midst of the
Covid-19 pandemic situation

REFERENCES

• Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13.
• Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51.
• Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011.
• Ahadi, A., Bower, M., Singh, A., & Garrett, M. (2021). Online professional learning in response to COVID-19—towards Robust evaluation. Future Internet, 13(3), 56.
• Allo, M. D. G. (2020). Is the online learning good in the midst of Covid-19 pandemic? The case of EFL learners. Jurnal Sinestesia, 10(1), 1–10
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• Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31

Copyright © 2021, Jurnal Penelitian dan Evaluasi Pendidikan, 25(2), 2021 ISSN (print) 2685-7111 | ISSN (online) 2338-6061