Context Evaluation in Nanotechnology Courses: A Context, Input, Process, and Product (CIPP) Model Perspective

Risti Ragadhita, Siti Sriyati, N. Nahadi, Nuryani Rustaman, Ida Kaniawati

Abstract


This study aims to evaluate aspects of the project-based nanotechnology lecture context to understand the description of the background conditions and course requirements that support the effectiveness and relevance of the curriculum applied to learning. The evaluation model used is Context, Input, Process, Product (CIPP), with a qualitative analysis design for documents such as Semester Learning Plans (SLP) and learning outcomes assessments. The evaluation results show that the existing curriculum and learning outcomes instruments do not fully reflect the needs of the growing nanotechnology industry. These findings indicate a mismatch between learning outputs and industry expectations, suggesting the need for regular curriculum updates and the integration of real applications and industry cases in teaching methods. Obstacles faced include students still not being familiar with the application of project-based laboratory inquiry learning and a lack of related knowledge. This study provides recommendations for strategic improvements in the curriculum aimed at increasing the relevance and effectiveness of nanotechnology learning, in line with the latest innovations and developments in the field.


Keywords


Chemistry; Learning strategy; Nanomaterial; Project-based learning; Science education

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DOI: https://doi.org/10.17509/ijotis.v5i1.83191

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