EVALUASI PROGRAM MAGANG INDUSTRI MAHASISWA PROGRAM STUDI PENDIDIKAN TEKNIK BANGUNAN FAKULTAS TEKNIK UNIVERSITAS NEGERI SURABAYA DENGAN MODEL CIPP

Abstract

The industrial internship program is a form of learning designed to develop students’ competencies in preparation for entering the professional world. However, its implementation in the Building Engineering Education Study Program, Faculty of Engineering, State University of Surabaya still faces several challenges. Based on preliminary interviews with students, several issues were identified, such as a lack of supervision from academic advisors during the internship, a mismatch between the internship placement and students’ field of expertise, delayed information from the university, and discrepancies in job descriptions that caused some students to fail to complete their internships on time. These conditions indicate the need for a comprehensive evaluation of the program’s implementation. This study aims to evaluate the implementation of the student internship program using the CIPP evaluation model (Context, Input, Process, Product). The model is applied to assess the extent to which the internship program aligns with its objectives, the readiness of resources, the implementation process, and the outcomes achieved by students. The research employs an evaluative approach using a mixed-method design. Quantitative data were collected through questionnaires completed by students, while qualitative data were obtained through interviews with academic supervisors and industry partners. Data were analyzed using data condensation and source triangulation to ensure objectivity and comprehensiveness. The results show that the context component obtained an average score of 85% (very good category), indicating that the program’s objectives and foundation are relevant to industry needs and support student competency development. The input component achieved an average score of 81% (good category), covering student readiness, the role of academic supervisors, and industrial support facilities. The process component received an average score of 78% (good category), suggesting that the internship implementation followed proper procedures, although coordination and monitoring still need improvement. Meanwhile, the product component scored 84% (good category), showing that the internship program significantly contributes to the enhancement of students’ technical and soft skills. Overall, the evaluation results indicate that the implementation of the student internship program is generally effective but still requires improvement in terms of preparation and field supervision to achieve optimal outcomes.