@article{eprints15210,
           title = {EVALUASI IMPLEMENTASI PEMBELAJARAN MATEMATIKA 
BERDASARKAN KURIKULUM TINGKAT SATUAN PENDIDIKAN
 DI MADRASAH ALIYAH NEGERI KALIANDA 
},
          author = {Eis Suryati 0723011018},
         journal = {Digital Library},
             url = {http://digilib.unila.ac.id/15210/},
        abstract = {Penelitian ini bertujuan untuk mengevaluasi pelaksanaan pembelajaran matematika berdasarkan kurikulum Tingkat Satuan Pendidikan (KTSP). Pelaksanaan evaluasi didasarkan pada implementasi program pembelajaran matematika dalam ranah konteks, masukan, proses, dan produk.

Pendekatan penelitian ini menggunakan model evaluasi CIPP yang meliputi context evaluation, input evaluation, process evaluation, dan  product evaluation.  Data dikumpulkan dengan teknik observasi, angket, dan dokumentasi dengan subjek penelitian kepala sekolah, waka kurikulum, waka sarana prasarana, dan empat guru matematika.  Data dianalisis dengan analisis deskriptif kuantitaif.

Kesimpulan penelitian adalah: 1) konteks pembelajaran yang meliputi kondisi lingkungan yang mendukung pembelajaran secara rerata 65,0\% termasuk dalam kategori cukup.  2)  input pembelajaran yang meliputi ketersediaan sarana dan prasarana, motivasi guru, sumber daya manusia, dan karakteristik siswa secara rerata 74,4\% termasuk dalam kategori cukup. 3) proses pelaksanaan pembelajaran yang meliputi perencana pembelajaran dan pelaksanaan pembelajaran secara rerata 74,9\% termasuk dalam kategori cukup. 4) produk pembelajaran yang meliputi hasil belajar siswa secara rerata 71.08 termasuk dalam kategori cukup dengan ketuntasan belajar siswa mencapai 86,36\% tergolong dalam kategori baik.  


Kata Kunci : evaluasi, implementasi, pembelajaran matematika.





The objective of the research is to eveluate the implementation of mathematic learning based on implementation of mathematic learning program in terms of context, input, process, and product 

The research approach used in the research was CIPP evaluation model  including context evaluation, input evaluation, process evaluation, and product evaluation.  The data was collected  by observation, questionnaire, and documentation. And the subject of the research was head master, vice head master of curriculum, vice head master of Infrastructure, and four ematic teachers.  To analyze the data, the writer used  quantitative descriptive analysis.

The result of the research were: 1) the percentage of learning Context including environment atmosphere which support the learning process was 65,0\% suppose to enough category, 2) the percentage of learning Input including infrastructure providing, teacher motivation, human resources, and student?s characteristic was 74,4\% suppose to enough category, 3) the percentage of learning implementation including lesson plan and learning process was 74,9\% suppose to enough category, 4) the percentage of learning product including students achievement was 71.08 suppose to enough category, and the passing grade of the students? achievement obtained 86,36\% or good.

Key Words : evaluation, implementation, mathematic learning
}
}