ABSTRACT
The diversity of Indonesian gastronomy is an attraction for tourists. Indonesian gastronomy course is an effort to study, record, and document gastronomy to preserve Indonesia’s intangible heritage. Indonesian gastronomy was explored from three main aspects: history, culture, and food itself. This study aims to evaluate the Indonesian gastronomy curriculum to ensure that the curriculum is designed and developed according to the needs of the community and science development. The purpose of evaluating Indonesian gastronomic curriculum is to find out the effectiveness and efficiency of the curriculum system. This study uses a qualitative approach, by using the CIPP (Context, Input, Process and Product) curriculum evaluation model. The data were collected from observation, interview, and literature study. The CIPP model was used to measure each component of the curriculum: objectives, content or material, methods and evaluation. The context evaluation under study was lecture facilities and lecturers. Input evaluation is related to plans and strategies in achieving lecturing goals. Process evaluation is related to the implementation of lectures; lecturer skills in managing and method of lectures. Product evaluation is related to the assessment of student learning processes and outcomes. The results of the curriculum evaluation become the basis for reconstructing the curriculum of the Indonesian gastronomy course, in accordance with the established curriculum component.
