Evaluation of Program For Implementing the Deep Learning Approach in Kindergartens Using the CIPP Model

Abstract

The deep learning approach in early childhood education aims to create meaningful learning experiences through exploratory, collaborative, and reflective activities. This study aims to evaluate the implementation of a deep learning approach program in a kindergarten using the CIPP (Context, Input, Process, Product) evaluation model. The research method used was descriptive qualitative with data collection techniques through interviews and observations. The results of the study on the context aspect indicate that the program is in accordance with the developmental needs of early childhood and is supported by school policies. On the input aspect, educators have good competence and adequate infrastructure, although the variety of learning media still needs to be improved. On the process aspect, learning activities are active and meaningful, children are involved in exploration and collaboration, while educators act as facilitators. However, classroom management remains a challenge that needs to be addressed. On the product aspect, the program has been proven to improve children's critical thinking skills, creativity, communication, cooperation, and social-emotional development. This study concludes that the deep learning program is effective and worthy of being continued with improvements in learning media innovation and classroom management