Development of Evaluation Instruments to Measure the Quality of Spatial Problem Based Learning (SPBL): CIPP Framework

Abstract

Valid and reliable instruments are an important part of the process of evaluating and correcting the quality of a ‘model of teaching’. Therefore, this study aims to develop an 'evaluation instrument' constructed from the CIPP model to measure the quality of the Spatial Problem Based Learning. This study uses research and development methods; 4D Models. Data collection through interviews and questionnaires. Product validity analysis was obtained from a questionnaire using V'Aikens. While the reliability analysis uses Inter Class Correlation (ICC). Interview data became supporting qualitative data. This research was then reviewed by an expert jury and four practitioners (geography teachers) as evaluators, and twenty-two high school students in geography class as users. Analysis of the validity and reliability of the questionnaire data was carried out with the help of SPSS. The product 'evaluation instrument' has a V'Aikens value of 0.63 from evaluators and 0.78 from users stating that the product 'evaluation instrument' is categorized as “medium”. The ICC value of 0.781 means that the product 'evaluation instrument' is in the “good” category. In addition, the expert states and supports that the product 'evaluation instrument' can measure the quality of the ‘model of teaching’. The results show that the product 'evaluation instrument' constructed by CIPP has a category that is not only valid but also reliable. The 'evaluation instrument' is then used to evaluate the quality of the spatial problem-based learning.