THE CIPPO APPROACH IN EARLY CHILDHOOD EDUCATION UNITS (DAY CARE CENTERS, PLAYGROUPS, AND KINDERGARTENS): A CASE STUDY AT AL-IZHAR CENDEKIA ISLAMIC SCHOOL, MAKASSAR
DOI:
https://doi.org/10.24252/idaarah.v9i2.62462Keywords:
Early Childhood Education, Daycare, Playgroup, Kindergarten, CIPPO, EvaluationAbstract
This study aims to evaluate the implementation of early childhood education in the Daycare, Playgroup, and Kindergarten units at Al Izhar Cendekia Islamic School Makassar using the CIPPO approach (Context, Input, Process, Product, and Outcome). The research method used is qualitative with data collection techniques through interviews, observation, and documentation. The results show that: (1) in the context aspect, the three units have a clear legal basis, goals, and objectives that are relevant to the needs of the community; (2) in the input aspect, human resources, infrastructure, and budget support are classified as good and very adequate and according to standards; (3) in the process aspect, program planning and implementation are running well although there are still some technical obstacles; (4) in the product aspect, educational services are able to produce significant developments in children's independence, social, emotional, and skills; (5) in the outcome aspect, the three units have a real impact on children's readiness to enter higher levels of education.
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