Evaluation of the Online Academic Competency Test: A CIPP Model in Public Senior High Schools in Semarang City

Abstract

This study aims to evaluate the implementation of the Online Academic Ability Test (TKA) based on the perspective of educational technology using the CIPP model (Context, Input, Process, Product) in five public high schools in Semarang City. The present study is a qualitative evaluative study. Data were collected by an in-depth interview with 16 informants and an open questionnaire with 34 students. The data were analyzed in an interactive manner through the use of the Miles, Huberman, and Saldana model and triangulation of source and technique. In the dimension of context, the research findings showed that the school responded to the policy by demanding TKA from all twelfth-grade students. The analysis showed variability in the input dimension concerning availability of computers, examination rooms, and supporting facilities. The main operational challenges on the process side are interruptions to server login, freezes on applications, lack of online literacy among students, and lack of preparation time. Students are performing lower than other subjects in terms of academic achievement in mathematics and English. Operational barriers and differences in physical support capacity were identified as limitations in optimizing online TKA results. The recommendations are equitable distribution of infrastructure, strengthening the network, technical simulations, socializing earlier, and increasing the readiness and motivation of the students.

Keywords: Online TKA; Educational Technology; CIPP Evaluation; Digital Assessment; School Readiness