Evaluation of the Literacy Management Program in the Perspective of CIPP Theory (Context, Input, Process, and Product) in Cluster V Working Group of the Principal of Special Schools in South Sulawesi

Abstract

Abstract. The problems studied and the purpose of this study were to determine the results of the management of the literacy program in Cluster V K3SLBS South Sulawesi from the perspective of Context, Input, Process, and Product. The results of this study are as follows: (1) The context evaluation includes the background of the literacy program and school support for the literacy program, namely (a) The background of the literacy program in SLB Negeri K3S Cluster V Bone, Soppeng and Wajo was formed so that students are familiar with reading and reading activities. writing because most students avoid the habit of reading and writing. Therefore, after the declaration of Literacy in 2009, the K3S Cluster V SLB in Bone, Soppeng and Wajo has created a literacy program called Reading. In addition, with the literacy program, the students are creative and often participate in competitions. (b) School support, in this case the school with sufficient funds and management to meet the facilities and needs for literacy programs. The school has held a socialization about the importance of literacy for students and parents. (2) Evaluation of the input of the literacy program at SLB Negeri K3S Cluster V Bone, Soppeng and Wajo including students' reading and writing interests as well as completeness of infrastructure to support literacy programs. (a) Literacy programs increase students' reading and writing interest compared to before the Literacy program. What's more, the literacy program activities are currently being held in various strategies, including giving gifts or awards to students, so that students' interest in reading and writing activities is also getting better. (b) The complete infrastructure provided by the school includes bookshelves in the library, classrooms and in every corner of the school, a collection of books for reading activities in the library, a smart park for students, teachers and employees. However, there are some facilities and infrastructure that are poorly maintained so that schools need to repair them. (3) Evaluation of the literacy program process includes the implementation of strategies and the use of facilities / capital / materials in actual literacy activities. The framework of the management function includes planning, organizing, implementing and supervising. (a) The planning of the literacy program at SLB Negeri K3S Cluster V Bone, Soppeng and Wajo is a plan that is used as an activity plan in the school library starting from the five-year long-term program and the short-term program. In addition to the program, there are additional programs for literacy ambassador groups where the activities are socializing literacy programs to classes, holding literacy ambassadors' meetings, competitions related to literacy, and visits to other schools. (b) Organizational structure in schools for all school members to be involved in supporting literacy programs. In SLB Negeri K3S Group V Bone, Soppeng and Wajo, apart from the organizational structure of the library, there is a group of literacy ambassadors consisting of students whose task is to supervise and assist literacy activities. (c) The process of implementing literacy at SLB Negeri K3S Cluster V Bone, Soppeng and Wajo, seen from the GLS (School Literacy Movement) manual at the SLB level, there are three stages, namely the habituation, development and learning stages. Starting from reading activities 15 minutes before the start of the lesson, book resume, retelling in front of the class to organizing competitions related to literacy programs. (d) Supervision or controlling activities are held once a week which is only for evaluating students. And if there is a problem, a solution will be found right away. (4) Evaluation of products in literacy programs. The results or products of the literacy program implemented in SLB Negeri K3S Cluster V Bone, Soppeng and Wajo were in good categories. The result of the literacy program is that students become creative, student visits to the library increase, students' work varies and they also have achievements in the K3S level of SLB Cluster V, Bone, Soppeng and Wajo Regencies.

Keywords: Evaluation, literacy, Context, Input, Process, and Product