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Implementation of the CIPPO Evaluation Model in Culinary Training

Journal of Nonformal Education · Vol. 11 No. nformal (2025) · hlm. 140–152

DOI
10.15294/jone.v11i1.11015
ISSN
2528-4541, 2442-532X
Terbit
2025-02-15
Penerbit
Universitas Negeri Semarang
Bahasa
eng
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

Training in Indonesia has undergone industry- and curriculum-focused reforms. The government built BLKs in the regions to align training with industry needs. However, at BLK Pemalang Regency, there is a lack of human resources for training needs analysis, a limited number of instructors, manual administration of attendance records, and a lack of long-term evaluation of graduates. This study aims to analyze the implementation of the CIPPO evaluation model in culinary training. The research used a descriptive qualitative method. Data collection involved observation techniques, interviews with the organizing committee, trainees, and instructors, and documentation. Data validity was ensured through the triangulation of sources and methods. The data analysis technique adopted the Miles & Huberman technique, consisting of data collection, data reduction, data presentation, and conclusion. The research results showed that BLK has a legal basis and a supporting vision-mission, competent human resources, adequate facilities, and a systematic training process by the existing legal basis in improving participants' skills. However, in the outcome component, there is no post-training support and job placement facilities, which causes graduates to be independent in finding jobs, and there is no comprehensive evaluation of the absorption of graduates. It was concluded that there were improvements in participants' knowledge, attitudes, and skills, but BLK needs to strengthen post-training guidance and mentoring programs, improve administration with online systems, and make greater use of social media. This research reflects progress in evaluating culinary training at BLK Pemalang through the CIPPO model, which evaluates program outcomes and long-term benefits for graduates.

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  • State University of Semarang
  • Riau University
  • University of Lomé
  • Iakob Gogebashvili Telavi State University
  • Institut Kesehatan Helvetia
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Rekan penulisOrganisasiArtikel bersama
Yudi SiswantoState University of Semarang3
Imam Roos WahyudiState University of Semarang2
Sachin GuptaAfiliasi tidak diketahui2
Tanisa HasdianiState University of Semarang1
Eka RiyantiState University of Semarang1
Kurotul AeniState University of Semarang1
Nazilatus Sa'diyahState University of Semarang1
Amin YusufState University of Semarang1
Asih ZaetunState University of Semarang1
Tamar MikeladzeIakob Gogebashvili Telavi State University1
Achmad RifaiInstitut Kesehatan Helvetia1
Muarifuddin MuarifuddinState University of Semarang1
Liliek DesmawatiState University of Semarang1
Bambang SubaliState University of Semarang1
Suwito Eko PramonoState University of Semarang1
Moch Bayu IbrahimState University of Semarang1
Yunita AyanaRiau University1
Zulfarina ZulfarinaRiau University1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jone/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Implementation of the CIPPO Evaluation Model in Culinary Training</dc:title>
	<dc:creator xml:lang="en">Indarthi, Anifah Widya</dc:creator>
	<dc:creator xml:lang="en">Fakhruddin, Fakhruddin</dc:creator>
	<dc:creator xml:lang="en">Arbarini, Mintarsih</dc:creator>
	<dc:creator xml:lang="en">Febrianto, Rendi Agung</dc:creator>
	<dc:creator xml:lang="en">Agoro, Samira </dc:creator>
	<dc:subject xml:lang="en">Training Evaluation</dc:subject>
	<dc:subject xml:lang="en">CIPPO</dc:subject>
	<dc:subject xml:lang="en">Culinary Training</dc:subject>
	<dc:subject xml:lang="en">Non-Formal Education</dc:subject>
	<dc:subject xml:lang="en">Training Institution</dc:subject>
	<dc:description xml:lang="en">Training in Indonesia has undergone industry- and curriculum-focused reforms. The government built BLKs in the regions to align training with industry needs. However, at BLK Pemalang Regency, there is a lack of human resources for training needs analysis, a limited number of instructors, manual administration of attendance records, and a lack of long-term evaluation of graduates. This study aims to analyze the implementation of the CIPPO evaluation model in culinary training. The research used a descriptive qualitative method. Data collection involved observation techniques, interviews with the organizing committee, trainees, and instructors, and documentation. Data validity was ensured through the triangulation of sources and methods. The data analysis technique adopted the Miles &amp;amp; Huberman technique, consisting of data collection, data reduction, data presentation, and conclusion. The research results showed that BLK has a legal basis and a supporting vision-mission, competent human resources, adequate facilities, and a systematic training process by the existing legal basis in improving participants' skills. However, in the outcome component, there is no post-training support and job placement facilities, which causes graduates to be independent in finding jobs, and there is no comprehensive evaluation of the absorption of graduates. It was concluded that there were improvements in participants' knowledge, attitudes, and skills, but BLK needs to strengthen post-training guidance and mentoring programs, improve administration with online systems, and make greater use of social media. This research reflects progress in evaluating culinary training at BLK Pemalang through the CIPPO model, which evaluates program outcomes and long-term benefits for graduates.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-02-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jone/article/view/11015</dc:identifier>
	<dc:identifier>10.15294/jone.v11i1.11015</dc:identifier>
	<dc:source xml:lang="en">Journal of Nonformal Education; Vol. 11 No. 1 (2025): Community education and lifelong education; 140-152</dc:source>
	<dc:source>2528-4541</dc:source>
	<dc:source>2442-532X</dc:source>
	<dc:source>10.15294/jone.v11i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jone/article/view/11015/3629</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Anifah Widya Indarthi, Fakhruddin Fakhruddin, Mintarsih Arbarini, Rendi Agung Febrianto (Author)</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>