Evaluation of Teacher Workload Program in Position (Empirical Study using the CIPP Model on State Madrasah Tsanawiyah Teachers, Serang Regency, Banten Province)
The in-service teacher workload program is an effort to improve the quality of graduates by optimizing the duties and functions of teachers in carrying out the learning process in madrasas. The teacher's workload includes the following main activities: a) planning learning; b) carry out learning; c) assessing learning outcomes; d) guide and train students, and e) carry out additional tasks attached to the implementation of the main activities in accordance with the teacher's workload. The teacher's workload fulfills a minimum of 24 (twenty four) Face-to-face Hours (JTM) and a maximum of 40 (forty) JTM in 1 (one) week. This study uses a qualitative descriptive approach to the CIPP program evaluation model (Context, Input, Process, Product) developed by Daniel Leroy Stufflebeam. The research instrument was collecting data through interviews, decomentation studies and observations. To achieve the level of credibility and objectivity of the results of the program evaluation research with triangulation techniques. In the context component of the research results include; Policy aspects of Teacher Workload in Positions are assessed in the BS category (Excellent). it is recommended to be maintained, In the aspect of needs analysis, a score with the category of Very Good (BS) means maintained, in the aspect of the goal obtained a value with a category of Good (B) is recommended to be increased, in the target aspect a score is obtained in the category of Very Good (BS) i is recommended to be maintained .The results of the study indicate that the evaluation of the context components as a whole has been carried out well. Regarding the input components, all aspects have been implemented well, except for aspects of program planning, aspects of human resources and aspects of infrastructure that require improvement. The overall process components have been implemented well. In terms of product components, all aspects have been carried out well, except for feedback on the teacher's workload requiring improvement. Overall this program is categorized as Good (B), meaning that the implementation of the program needs to be improved. It is hoped that the Teacher Workload in Position Program will continue and be developed even better with several aspects that need to be improved.