This study aimed to evaluate the implementation of Collaborative Project Based Learning (CPjBL) using the Context, Input, Process, Product (CIPP) evaluation model in the Audio Video Engineering Program at SMKS Brawijaya Ponorogo. The evaluation was conducted to examine contextual suitability, resource readiness, implementation processes, and learning outcomes resulting from CPjBL implementation.
This study employed a descriptive qualitative approach using the CIPP evaluation model, which consists of context, input, process, and product evaluations. The research participants included the principal, vice principal for curriculum affairs, head of the study program, productive teachers, and students of the Audio Video Engineering Program. Data were collected through observation, interviews, and documentation. Data analysis employed the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation.
The findings revealed that: (1) the context evaluation indicated that CPjBL implementation was driven by the demands of the Merdeka Curriculum, the need for 21st-century skills development, and industrial requirements; (2) the input evaluation showed that teacher competence, learning facilities, instructional materials, and institutional support were adequate to support project-based learning; (3) the process evaluation demonstrated that CPjBL was implemented according to the stages of project-based learning through planning, implementation, presentation, and reflection activities, although several challenges remained regarding time management, student participation, and teacher coordination; and (4) the product evaluation indicated that CPjBL improved students' knowledge, skills, and work attitudes while producing learning products relevant to vocational education and industrial needs.
Based on the evaluation results, the implementation of the CIPP-based Collaborative Project Based Learning model at SMKS Brawijaya Ponorogo was considered effective and feasible to be maintained and further developed as a learning model in vocational education. However, continuous improvement is still needed, particularly in assessment standardization, interdisciplinary project integration, teacher competency development, and collaboration with business and industry sectors.
Keywords: Collaborative Project Based Learning, CIPP evaluation, vocational education, 21st-century skills.