IJECA International Journal of Education & Curriculum Application http://journal.ummat.ac.id/index.php/IJECA ISSN 2614-3380 | Vol. 4, No. 3, December 2021 256 Evaluation of The Implementation of The Internal Quality Assurance System Using The Cipp Evaluation Model Suryadi 1 , Fajar Erlangga 2 1 Mahasiswa Doktoral Pendidikan UNTIRTA Banten, Indonesia 2 English Education, Universitas Indraprasta PGRI Jakarta, Indonesia 7782210017@untirta.ac.id ABSTRACT Keywords: Evaluation; Quality Assurance System; CIPP Model. The purpose of this study was to determine: the effectiveness of the SPMI implementation at STKIP SITUS Banten using the CIPP evaluation model. The study was conducted at the STKIP Situs Banten using the CIPP evaluation method. To conduct a comprehensive assessment, the CIPP model requires that multiple aspects of a program be considered, including input from representative stakeholders. These aspects are evaluated through four major evaluations context (X1), input (X2), process (X3), and product (X4), which provide data to assess the overall program. Collecting data with a questionnaire filled out by 200 respondents lecturers and education staff. And the research sample was randomly selected. The results showed: Evaluation of the implementation of the internal quality assurance system at STKIP Situs Banten using the CIPP evaluation model was effective category. Article History: Received: 08-11-2021 Revised : 17-11-2021 Accepted: 18-11-2021 Online : 06-12-2021 This is an open access article under the CC–BY-SA license https://doi.org/10.31764/ijeca.v4i3.5793 —————————— ◆ —————————— A. INTRODUCTION The level of conformity between higher education implementation and the National Education Standards is defined as the quality of education in higher education (SNP). in postsecondary education and/or vocational programs. The quality of education in higher education will not improve unless universities ensure the quality of education. Assurance of the quality of higher education is a systematic, integrated, and long-term mechanism for ensuring that the entire educational process adheres to quality standards and regulations. It is necessary to have an education quality assurance system in place in order to properly guarantee the quality of education (Pater et al., 2020). The most important factor driving the quality assurance movement is the need for universities and higher education institutions to conduct internal quality assurance, where quality assurance in higher education as a whole is critical because the goal of education is not only academics, but graduates with a quality culture (Ragil et al., 2020). Efforts to improve the quality of higher education are ongoing, with universities developing Quality Assurance. With this Quality Assurance, it is hoped that a quality culture will emerge, beginning with how to set standards, implement standards, evaluate standards' implementation, and constantly strive to improve standards Continuous Quality Improvement (Pater et al., 2020).