Evaluation of Online Student Admission Using the CIPP Model

Abstract

This study evaluated online student admission in public junior high schools using the Context, Input, Process, and Product (CIPP) model. An evaluative design was implemented for two months in 16 public junior high schools in Gorontalo City. The schools represented city-center, suburban, and disadvantaged-area clusters, while participants directly involved in admission activities were selected purposively. Data were collected through questionnaires, interviews, and documentation. The instrument examined registration, selection, file verification, and admission-result announcement, and quantitative data were analyzed using percentage achievement scores. Interview and document data were used to clarify the quantitative findings. The overall implementation reached 86.42% and was classified as good. The context component obtained 88.66%, input 84.72%, process 89.40%, and product 82.87%. The process component was the strongest, indicating that registration, verification, selection, and announcement generally followed the prescribed procedures. The product component, although good, was the lowest and pointed to the need for stronger infrastructure, operator capacity, and assistance for families with limited digital access. Online admission can support objective, transparent, and accountable education services when clear policy, reliable technology, competent personnel, and accessible public support are managed as an integrated system