Development of the CIPPO Evaluation Model at the Learning Factory of Vocational High Schools in South Sulawesi

Abstract

To support structured evaluation of learning factory implementation, this study developed and evaluated a Context, Input, Process, Product, and Outcome (CIPPO) model for vocational high schools in South Sulawesi. A research and development approach based on the Borg and Gall model was employed, involving 80 participants from a population of 793 lecturers and vocational teachers engaged in learning factory implementation. Questionnaire data were analyzed using confirmatory factor analysis with LISREL. The evaluation framework encompassed eight constructs: management, workshop/laboratory, human resources, learning patterns, promotion and marketing, industry relations, products/services, and graduates. Reliability coefficients ranged from 0.812 for management to 0.914 for products/services, indicating acceptable to high internal consistency across the constructs. Expert validation yielded scores of 81.73% for content and 77.94% for media, both classified as feasible with revisions according to the study’s criteria. User assessments indicated that the model was rational, useful, and feasible for evaluating learning factory implementation. These findings provide preliminary support for the CIPPO model as a structured evaluation framework integrating institutional context, resources, implementation processes, products, and outcomes. The model offers a basis for evaluating learning factories in vocational education, subject to the revisions identified through expert validation. Further testing across a broader range of vocational schools is recommended to strengthen evidence of its applicability.