Evaluation of Competency-Based Learning at Vocational High School Using the CIPP Model

Abstract

This study evaluates the implementation of competency-based learning at SMKN 5 Solok Selatan using the Context, Input, Process, and Product (CIPP) evaluation model. An evaluative mixed-methods approach was employed involving 50 students, 12 teachers, three key informants, three observation sessions, and 18 school documents. Data were collected through questionnaires, interviews, observations, and document analysis. The instruments demonstrated high validity (0.86–0.88) and reliability, with Cronbach’s Alpha coefficients of 0.955 and 0.904 for student and teacher instruments, respectively. The findings indicate that competency-based learning was moderately effective, with mean scores of 3.00 for students and 3.20 for teachers. Context obtained the highest rating, while input was the weakest component, particularly due to limitations in facilities, equipment, and practical materials. Process evaluation identified weaknesses in learning strategy variation, practical activity intensity, and assessment follow-up. Product evaluation revealed a 17.56-point gap between internal and external Vocational Competency Test (UKK) results, indicating inconsistent competency attainment. The findings highlight the need to strengthen learning inputs and processes, align internal assessment with external competency standards, and enhance industry collaboration to improve vocational competency outcomes