Evaluation in the Achievement Development Program of Hippelti Aquatic Swimming Club Athletes of Majalengka Regency

This research aims to evaluate of the achievement development program for athletes from the Hippelti Aquatic Swimming Club in Majalengka Regency, focusing on the CIPP (Context, Input, Process, Product) evaluation model. This evaluation took place at the Hippelti Aquatic Swimming Club in Majalengka Regency. The population of this study is all members involved in the athlete achievement development program of the Hippelti Swimming Club Aquatic Majalengka Regency, which totals 60 people, consisting of coaches, athletes, and parents. The primary sample consisted of 3 coaches and assistant coaches, 20 athletes, and 10 parents, using purposive sampling. The data were collected through observation, questionnaires, interviews, and documentation. The data analysis used descriptive quantitative and qualitative analysis. Overall, the average coach score ranges from 3.06 to 3.47, with one aspect of the process achieving "very high" level and the other three aspects—context, input, and product—achieving "high" level. It indicates that the coaches have a very positive view of the program's implementation, which is a key pillar of success. To improve performance holistically, clubs need to focus on improving facilities, funding, and achieving national achievements, while ensuring all coaches understand the vision and mission. A score range of 3.04 to 3.14 indicates that athletes have a positive view of the Hippelti swimming club development program. All three aspects (Input, Process, Product) are in the "high" level, indicating that the program has successfully created a supportive environment and produce measurable achievements. However, to achieve the "very high" level, special attention is needed to improve infrastructure, optimize training processes, and pursue achievements at higher levels, such as national competitions. This data also confirms that athletes' intrinsic motivation, supported by coaches and parents, is a key driver of the program's current success. The average parent assessment score ranges from 2.43 to 2.58, with two aspects (context and product) in the "medium" level and the other two (input and process) in the "high" level. This reflects a perception imbalance, where program implementation and resources are valued more highly than comprehension of goals and outcomes. To improve the program's success, clubs need to focus on more effective communication with parents, increasing funding, and demonstrating more tangible benefits to increase their support.