Evaluation of Competence Certification for The Prospective Graduates of Institut Pemerintahan Dalam Negeri Year 2020-2022

evaluatif dengan menggunakan model CIPP


Introduction
The era of globalization, characterized by intense competition, necessitates endurance and competitiveness in supporting organizational productivity and gaining a competitive advantage.
This can be achieved through the development of human resources, which are considered valuable "intellectual assets". HR development requires a synergistic combination of learning and performance aspects. Enhancing the quality of human resources has become a top priority in the 2020-2024 National Medium-Term Development Plan. The government is actively working to enhance human resource quality by implementing competency certification and professional certification programs. Certification plays a crucial role in establishing a robust professional career structure and fostering quality across various sectors, including education, healthcare, finance, government, and society. To address this need, the Ministry of Education and Culture, through the Directorate General of Vocational Education, has introduced the Competency and Professional Certification Program for educators, education staff, and vocational higher education students.
The Institute of Domestic Administration (IPDN), as a Service Education Institution, plays a crucial role in offering the Vocational Education Program. This program aims to produce exceptional, skilled, competitive, and ethical government cadres who are dedicated to serving the domestic sphere. As part of their commitment to enhancing the competency of prospective graduates, IPDN has implemented a competency certification process. This certification is designed to elevate the capabilities and professionalism of graduates to align with the Indonesian National Qualifications Framework (KKNI). By incoIDRorating competency certification into vocational and professional education programs, IPDN aims to provide tangible recognition for graduates who possess the necessary skills and are prepared to enter the workforce, in addition to their academic diplomas. IPDN graduates are candidates for Civil Servants who are well-prepared to undertake domestic administration responsibilities at both the Central Government and Regional Governments. Since 2020, IPDN has introduced competency certification for prospective graduates of the Applied Bachelor Program (Diploma IV). This certification process is structured around the specific study programs offered at IPDN. The main objective of implementing competency certification is to provide graduates with a complementary certification alongside their diplomas. This certification is issued by either the National Professional Certification Agency (BNSP) or the Professional Certification Institute (LSP). By doing so, IPDN aims to ensure the quality and competence of its graduates, thereby enhancing their competitiveness in the job market. Ultimately, the goal is to produce outstanding, professional, competitive, and ethicallyminded government cadres who can effectively contribute to the domestic sphere.
In general, competency certification is very useful in the professionalism of carrying out one's duties/work which is proof of written recognition of the work competence one has mastered in order to create the right man on the right job, the right man in the right place. Thayeb & Santosa, (2021) conclude that competency certification, training intensity, and teaching experience simultaneously have a significant effect on instructor professionalism. Nurniah et al. (2018) concluded that competency certification has a positive and significant effect on the variables of waiting time, suitability for placement and salary so that competency testing must be further improved and maximized because it is very useful for alumni. Competency certificates that are owned shorten waiting times, place alumni in the right position and become a consideration in obtaining high salaries. Rodin (2015) concluded that the competency test certification for librarians ultimately boils down to how to improve the professionalism of the librarians themselves so that the right man on the right job, the right man in the right place will apply, then professionalism will be created for librarians in carrying out their duties and function as librarian.
By having a librarian competency certificate, librarians will have written acknowledgment of the work competences that have been mastered.
The viewpoint expressed aligns with the findings of Rohani research (2022) which highlights Tourism Competency Certification as a governmental policy aimed at enhancing the quality of human resources. Certification serves to standardize procedures and service levels provided by employees across all hotels. The competency certification program is a crucial strategy to boost the confidence of tourism workers, as it validates their competence. With increased self-assurance, employee performance in service delivery and overall tourism business can be improved. accredited institution serves as an expression of the attained competence, further reinforcing the significance of certification in establishing professional credibility.
The implementation of competency certification for prospective IPDN graduates between 2020 and 2022 has faced several issues based on field observations. One significant problem that arose was the lack of implementation and accreditation of competency certification by BNSP or LSP. This concern was supported by the findings of the High School Students in the Multimedia skills program at LSP P1 SMK Negeri 2 Kota Kediri. The study concluded that the implementation of the test was categorized as very appropriate in all aspects. However, it identified that students' competence to work in national-scale industries was relatively low, the test duration did not fully consider the characteristics of SMK students, and the certificate issued by LSP P1 did not indicate mastery of the level 2 SKKNI scheme required for SMK graduates. Khairunisa (2022) assessed the Level II KKNI Work Competency Certification program in the Field of Automation and Office Management Skills for students of SMK Negeri 45 Jakarta at LSP-P1 SMK Negeri 45 Jakarta. The study concluded that the implementation of the program, specifically in the competency skills of Office Automation and Management, was effective and optimal. In another study by Kuntoro (2020) all aspects. However, it identified that assessors overseeing the tests were from the school itself, and the certificates issued by LSP TOP did not reflect the mastery of the level 2 SKKNI scheme required for SMK graduates. The controlled scheme was limited to the Light Vehicle Engine Tune Up Injection System Sub-sector scheme.
Based on the aforementioned research, it is evident that competency certification has been implemented by licensed LSPs under the authority of BNSP. However, the process of competency certification at IPDN diverges from this approach as it is conducted independently by IPDN without holding a license from BNSP. Consequently, the competency certificates issued by IPDN are not endorsed by BNSP or any LSPs authorized by BNSP.
In regards to the aforementioned issues, the authors are keen on assessing the implementation of competency certification for prospective IPDN graduates. The objective is to conduct a comprehensive evaluation of the competency certification process for IPDN graduates from 2020 to 2022, which does not involve BNSP or any LSPs licensed by BNSP.
Competence refers to the capability of performing a job effectively, relying on a combination of skills, knowledge, and the required work attitude (Wibowo in Mamuju, 2023). Edison et al. (in Suryani & Firmansyah, 2021:50) define competency as an individual's aptitude to carry out a job proficiently, encompassing knowledge, skills, and attitudes. Building upon this perspective, Sutrisno (in Mulia & Saputra, 2021:6) asserts that competence as an ability based on skills and knowledge supported by work attitudes and their application in carrying out duties and work in the workplace that refer to the specified work requirements. Becker and Ulrich (in Zulkifli, 2022:69) state that competency refers to knowledge, skills, abilities, or personality characteristics that directly affect employee performance. Robbins (in Rapika & Sari, 2019:67) also defined competence as the capacity or capability of an individual to carry out diverse tasks within a job. This ability is influenced by two key factors: intellectual ability and physical capacity.
Based on the perspectives, competence can be understood as a combination of characteristics and abilities necessary for effective performance in a particular job or role. It encompasses various aspects such as knowledge, skills, and work attitudes that align with the duties and functions associated with the position. Competence also encompasses the fundamental values and attitudes that are reflected in one's consistent and continuous thinking and behavior patterns, enabling them to carry out tasks effectively. These patterns of thinking and acting are rooted in noble character, encompassing personal, social, community, religious, and national aspects of life. In essence, competence entails possessing the foundational knowledge, skills, values, and attitudes required to accomplish tasks successfully. Professional certification, also known as certification or qualification, is a recognition granted by a professional organization to individuals, indicating their capability to perform a specific job or task. It involves an assessment process that evaluates competence, expertise, and skills within a particular field or domain, including scientific disciplines, specialized skills, functions, or expertise. The term "certification" originates from the word "certify," which denotes a diploma or an official acknowledgment of an individual's competence to undertake a professional position.
Certification can be understood as both a certificate issued by an authorized institution to a profession and as a declaration of the profession's eligibility to perform a specific task (Wahyudi in Purwaningrum, 2017:1). This perspective is shared by Mulyasa (in Adhar, 2013:77) asserts that certification involves a competency evaluation process designed to assess an individual's mastery of competence as the basis for granting educator certificates. Competency certificates are typically obtained from educational providers and training institutions upon successfully passing a competency test administered by an accredited educational unit or certification body.
As per Muslich (in Ramadani & Indrayani, 2018:207) certification involves the granting of educational certificates to workers who have fulfilled specific requirements, including academic qualifications, competencies, physical and mental health, and the ability to contribute to national educational goals. This process is accompanied by an improvement in their welfare. Similarly, Shoimin (in Maria Karolina Koten, 2020:3) shares the view that teacher certification is the process of certifying educators to teachers who have met the requirements and the teachers concerned deserve to be called professional teachers. Professional teachers are an absolute requirement for creating quality educational systems and practices. Building upon these perspectives, Yamin (in Supriyadi & Priyastiwi, 2017:94) defines certification as the process of providing educational certificates for teachers and lecturers or formal evidence as recognition given to teachers and lecturers as professionals.
Based on the perspectives mentioned earlier, competency certification testing involves an assessment and evaluation process designed to determine whether an individual has acquired the necessary skills and knowledge to meet specific standards within a profession or field of work.
These certification tests are typically conducted by independent and repuTable bodies or institutions, aiming to enhance the quality and instill public confidence in an individual's qualifications and abilities in a particular domain. The purpose of such testing is to ensure that individuals possess the required competencies and to uphold the standards within the respective field. Evaluation, in its literal sense, refers to the process of assessing the value or worth of an object, thing, or even a situation, based on specific criteria or references, with the aim of achieving certain goals. Evaluations are conducted to gather and analyze data, which is then compared to predetermined standards or objectives. The purpose of such evaluations is to provide a foundation for informed decision-making, using the collected information as a basis for determining the effectiveness, efficiency, or quality of the subject being evaluated.
Evaluation is a systematic and ongoing process that involves the collection, description, interpretation, and presentation of information about a program or situation. Its purpose is to provide a basis for decision-making, policy formulation, and the development of future programs (Widoyoko ini Mulyaningrum et al., 2020:90). Tedi Priatna (2015:9) define evaluation as an activity that measures and assesses something or a particular situation, presenting information in the form of values to serve as alternatives for decision-making. Similarly, (Wirawan in Mais et al., 2019:3) describes evaluation as a research process that involves gathering, analyzing, and presenting valuable information about the subject being evaluated. This information is then compared against evaluation indicators and used to make decisions related to the subject under evaluation.
Evaluation can be understood as a process or activity of selecting, collecting, analyzing and presenting information which serves as a basis for making a policy or decision regarding an object. environment, such as enhanced productivity, quality, or profitability), and Return On Investment (ROI), which involves assessing program effectiveness by comparing costs with the resulting financial benefits.
Moreover, there is the CIPP model (Context, Input, Process, Product), a program evaluation framework developed by Stufflebeam and Shinkfield in 1985. This model adopts a systemic approach that assesses programs across four interconnected dimensions: context, input, process, and product. Context pertains to the external factors that impact the program, such as objectives, policies, and environmental conditions. Input encompasses the resources utilized in program implementation, such as labor, time, and budget. Process encompasses the activities undertaken to execute the program, including teaching strategies, curriculum design, and evaluation methods. Product refers to the outcomes attained by the program, such as improved performance, participant satisfaction, and societal impact. The CIPP model finds applicability in evaluating educational, training, and organizational development initiatives. It emphasizes the evaluation of not only the results but also the factors that influence program success, from context and input to process.
The principles underlying the three models are indeed similar, but the CIPP model offers a broader perspective compared to the Kirkpatrick model and the ASTD model. While all three models touch upon the program implementation stage and its resulting impact, the CIPP model goes beyond that by encompassing evaluation from the program's planning phase, resource allocation, implementation process, and the resulting outcomes. In contrast, the other two models do not delve into the planning and resource support stages. As a result, when evaluating the implementation of competency certification for prospective IPDN graduates, researchers opted for the CIPP model to ensure its relevance and ability to address the existing challenges effectively.

Research Methods
This study was conducted as an evaluative research using the CIPP model with a quantitative descriptive approach. Samples were selected purposively based on certain criteria (Sugiyono in Chan et al., 2019:154). The data sourced from 50 respondents. Specifically, there were 15 assessors from each Faculty (Faculty of Government Management, Faculty of Government Politics, Faculty of Public Protection), 30 competency test participants from each Faculty, 3 executive committee members from each Faculty, and 2 individuals from the Planning Section.
The data were collected using questionnaires, interviews, and documentation. The questionnaire consisted of a set of questions or written statements to explore the implementation of competency certification for prospective IPDN graduates from 2020 to 2022. Guided and free interviews were conducted to follow up open-ended questions for ind-depth comprehension about various aspects of the competency certification implementation. Documentation was also utilized to gather relevant documents pertaining to the implementation of competency certification, including materials from scientific journals for literature review purposes.
Quantitative descriptive analysis with index analysis were employed in data analysis to provide a descriptive overview of the research respondents, particularly with regards to the variables under investigation in the study.
Through these index numbers, it will be possible to determine the extent to which respondents perceive the variables indicated in the study. The questionnaire instrument items for each aspect comprise 10 question items, with 4 answer choices using the Likert scale model, assigning scores ranging from 1 to 4. With a total of 50 respondents and a combined total of 40 question items, the index can be calculated using the range of 40 to 160.
❖ Score 1% -25% = Very Inappropriate ❖ Score 26% -50% = Inappropriate ❖ Score 51% -75% = Appropriate ❖ Score 76% -100% = Very Appropriate The data were analyzed by comparing the obtained score with the ideal score multiplied by 100%, and then categorizing them based on pre-established interpretation criteria. The analysis aimed to calculate the Percentage of Effectiveness (PE) for all aspects, which is derived from the average score of the Percentage of Aspects (PA). The PA score can be determined using the following formula:

The Implementation of Competency Certification for Prospective IPDN Graduates
The implementation of competency certification for prospective IPDN graduates began in 2020 as a response to IPDN Chancellor Regulation Number 11 of 2020, which outlines the IPDN Strategic Plan for 2020-2024. Within this plan, competency certification for prospective IPDN graduates is identified as one of the performance indicators for the IPDN Program. This initiative is in line with the funding framework and performance targets set for IPDN from 2020 to 2024.
The primary objective behind implementing competency certification is to provide IPDN graduates with a BNSP licensed expertise certificate as a complement to their diplomas. By obtaining this competency certificate, it is anticipated that IPDN graduates will gain a competitive edge and added value, enabling them to effectively carry out their responsibilities as government officials at both the central and regional levels.
The increase in the number of prospective IPDN graduates taking the competency test from 2020 to 2022 and the areas of expertise subject to competency testing can be explained as follows: Summary of the implementation progress of competency certification for IPDN graduates from 2020 to 2022 can be seen in the following Table.

The Evaluation of Competence Certificate for IPDN Prospective Gradautes
The evaluation of the implementation of competency certification for prospective IPDN graduates was performed using the CIPP model to examine the program across four interconnected dimensions: context, input, process, and product.

Context Aspect
Numerous formulations for context evaluation have been proposed by evaluation experts. existing goals and priorities are attuned to the needs of whoever is supposed to be served". The essence of this quote suggests that context evaluation seeks to assess the overall status of the subject, identify weaknesses and strengths, diagnose issues, propose solutions, and evaluate whether goals and priorities are aligned with the implementation needs.
In this research, the Context Dimension refers to the external factors that influence the program, including goals, policies, and environmental conditions. The objective aspect pertains to the initial purpose of the competency certification conducted by IPDN for prospective graduates.
The policy aspect focuses on the rules and regulations, as well as the underlying needs, that shape the implementation policies for competency certification. The Aspect of Environmental Conditions aims to analyze the environmental factors at IPDN, including the opportunities and obstacles associated with the implementation of competency certification. The evaluation findings for the Context Dimension are presented in Table 3 below. From the information provided in the Table above, it is evident that the evaluation of the Objective Aspect received an average score of 3.28, equivalent to 81.88% of the respondents, which falls within the "Very Appropriate" criteria. Similarly, the Policy Aspect received an average score of 3.33, or 83.33% of the respondents, also classified as "Very Appropriate." The Civil Service Youth Service is expected to serve as a role model for society and their surroundings, contributing to the transformation of our nation into an adaptive, innovative, creative, productive, and competitive society. It is essential to demonstrate moral values and a strong dedication, without being solely driven by aspirations for occupying structural positions. The government is currently focusing on developing functional positions that prioritize expertise, streamlining bureaucratic processes, fostering faith and piety in carrying out responsibilities, and promoting the spirit of Pancasila while strengthening national unity and harmony (source: https://www.wapresri.go.id/sambutanpada-pelantikan-pamong-praja-muda-ipdn-angkatan-xxviii-Year-2021/). The presence of government cadres serving as civil servants and public servants holds great significance and strategic importance. It aligns with the paradigm shift in governance, which has brought about fundamental changes in the future of governance. Consequently, government officials are expected to exhibit responsiveness, proactivity, and a strong focus on public service to promote the welfare of the community (source: https://www.dpr.go.id/akd/index/id/Kunjungan-Kerja-Komisi-II).
The stakeholder satisfaction survey conducted on the performance of IPDN alumni from 2020 to 2022 serves as the foundation for implementing competency certification for prospective IPDN graduates. Stakeholders emphasize the significant importance of personal qualities possessed by IPDN graduates in effectively executing their responsibilities. The assessment results for 2020, 2021, and 2022 indicate scores of 3.23, 3.6, and 3.8 respectively, on a scale of 1 to 4. These scores reflect the high expectations stakeholders hold regarding the quality of IPDN graduates and their ability to fulfill their duties.
Based on the research data provided, the implementation of competency certification for prospective IPDN graduates, as assessed through the Context Dimension, falls within the "Very Appropriate" criteria. This conclusion is supported by the average respondent score of 3.26, representing 81.46% of the respondents. The factors influencing this assessment include the aspects of Objectives, Policies, and Environmental Conditions, which all align with the "Very Appropriate" criteria.

Input Aspect
As explained by Stufflebeam & Shinkfield (in Darodjat dan Wahyudhiana M, 2015:6), the primary focus of Input evaluation is to assess how program objectives are attained. It aids in decision-making, identifying available resources, examining the chosen alternatives, outlining plans and strategies for goal achievement, and establishing the operational procedures required to attain those objectives.
In this study, the Input Dimension refers to various factors crucial for program implementation, including manpower, time, and budget. The Manpower aspect involves Assessors who are accredited and certified by BNSP (National Professional Certification Agency) and hold a license from BNSP to conduct competency certification for prospective IPDN graduates. The time aspect pertains to the allocation and suitability of the venue for the competency certification implementation, while the budget aspect focuses on the allocated funds for the certification process. The evaluation results for the Input Dimension are presented in Table 4 below. Based on the information provided in the  This opinion was confirmed by the statement of one of the competency test implementing committee, in the interview as follows: The implementation of the competency test for prospective IPDN graduates, scheduled at the end of their study period while they await graduation, is deemed highly Appropriate. The competency certificate obtained through this test serves as a valuable asset in facilitating their duties in the field, complementing their academic diploma. This information is derived from the results of an interview conducted on July 6, 2022.
The funding for implementing competency certification in IPDN is derived from the annual budget allocated in the DIPA IPDN. According to the Activity Operational Guidance Document  According to search results in the field, the average cost of implementing a BNSP licensed competency certification varies between IDR. 1,500,000.00/person and IDR. 4,000,000.00/person. This budget encompasses various certification expenses, including participant registration fees, certificate issuance, assessor fees, duplication of materials, as well as accommodation and transportation costs for assessors conducting competency tests outside of certification training. It is important to note that the certification training itself has a separate budget allocation, particularly for the materials being tested.

Process Aspect
Stufflebeam & Shinkfield ( Table 7. Teaching Strategy Aspect and the Curriculum Aspect, which both meet the appropriate criteria.
However, the Evaluation Aspect is deemed inappropriate according to the evaluation criteria.

Product Aspect
Stufflebeam & Shinkfield (in Darodjat dan Wahyudhiana M, 2015:8) explained, "The purpose of a product evaluation is to measure, inteIDRret, and judge the attainments of a program". The main objective of product evaluation is to gather information that helps determine the degree to which predetermined objectives have been achieved. Product evaluation aims to assess whether the strategies, procedures, or methods employed to achieve these objectives should be discontinued, modified, or continued in their current form.
The Product Dimension in this study focuses on the outcomes and results achieved by the program, including aspects such as performance improvement, participant satisfaction, and social impact. The Performance Improvement Aspect evaluates the alignment between the competency test results and the National Competency Standard (SKKNI). It assesses whether the competency certificates obtained by participants serve as evidence of their competence mastery and can be used as a basis for job assignments, enhance their bargaining power for positions and additional income.
The Participant Satisfaction Aspect examines the reliability of the competency test result product and the congruence of the competency certificates with the prescribed format, editorial quality, substance as per the BNSP license. It also considers the signing and issuance of competency certificates by BNSP. The Social Impact Aspect evaluates the extent to which the competency test results align with stakeholder demands and whether the competency certificates are recognized and valued by stakeholders. The evaluation results for the Product Dimension are presented in Table 8, providing an overview of the findings regarding performance improvement, participant satisfaction, and social impact aspects. Consequently, the competency standards cannot be acknowledged in the public domain.
Participants of the competency tests aspire to acquire a BNSP-issued competency certificate that is widely recognized by the public and beneficial for task execution in their respective fields.
However, in reality, the certificates obtained are not issued by BNSP.
The results of the interviews serve as supplementary data to confirm this matter. During an interview, Mr. Avin, one of the participants of the competency test, provided the following statement as an affirmation: I thought we took this competency test to get a certificate that was recognized by BNSP, apparently not. It it useless that we are tired of taking the exam while the certificate means nothing (Interview Results, 5 July 2022).
Furthermore, the implementation of the competency test for prospective IPDN graduates has failed to meet the requirements of stakeholders in the field. This concern was expressed by users of IPDN graduates within a regional apparatus organization during a recent interview: IPDN graduates specifically lack knowledge pertaining to their respective study programs. The absence of visible specific competencies raises concerns as it becomes challenging to acknowledge which study program they graduated from and in which field they have expertise. The similarity observed among the graduates further accentuates this issue.
Based on the aforementioned interviews, it is evident that the implementation of competency tests for prospective IPDN graduates fails to generate any added value in terms of enhancing competence, which is a major expectation of stakeholders in the field. It has been observed that the signing and issuance of competency certificates are not conducted by authorized institutions such as BNSP, as mandated by the law.
Law Number 12 of 2012 concerning Higher Education, in Article 44 paragraphs (1) and (2), states the following: DOI: https://doi.org/10.33701/jmsda.v11i1.3279 1) Competency certificates are acknowledgment of competence for graduates' achievements in accordance with expertise in their branch of knowledge and/or having achievements outside their study program.
2) Competency certificates as referred to in paragraph (1) are issued by Tertiary Education Institutions in cooperation with accredited professional organizations, training institutions or certification bodies for graduates who have passed the competency test.
In previous regulations, higher education institutions like IPDN are indeed allowed to grant competency certificates to graduates who pass the competency test. However, it is essential for IPDN to establish collaborations with professional organizations, training institutions, or certification bodies that have received accreditation from BNSP. This requirement highlights the significance of partnering with recognized organizations or institutions, rather than relying solely on individual assessors, even if they hold accredited certificates. This approach aligns with BNSP Regulation Number: 09/BNSP.301/XI/2013, which provides comprehensive guidelines for the implementation of competency assessments, as previously discussed.
The implementation of competency certification for prospective IPDN graduates for 2020-2022 can be done using the CIPP evaluation method, with results shown in Table 9. The evaluation of the implementation of competency certification for prospective IPDN graduates from 2020 to 2022 falls under the "Inappropriate" category. The average score given by respondents is 2.01, which corresponds to a percentage of 50.22%.

Conclusion
Based on the results of the previous research and discussion, conclusions were drawn as follows: 1. Competency certification for prospective IPDN graduates from 2020 to 2022 is generally categorized as "Incompatible." Specifically, the results indicate that the Context Dimension is rated as "Very Appropriate," while the Input Dimension is deemed "Incompatible." The Process Dimension is assessed as "Not Appropriate," and the Product Dimension is classified as "Very Inappropriate." From a regulatory standpoint, this implementation lacks legality as it fails to coordinate with BNSP, the authorized institution responsible for conducting competency certification in accordance with statutory regulations.
2. From a regulatory perspective, the implementation of competency certification for prospective IPDN graduates from 2020 to 2022 lacks legality. This is because both the implementation process and the resulting product do not align with BNSP, the authorized institution responsible for conducting competency certification as mandated by statutory regulations.