Evaluation of the Initial Implementation of the People's School Education Program at SRMA 5 Jambi City
DOI:
https://doi.org/10.61255/jupiter.v3i3.955Keywords:
Program Evaluation, CIPP Model, Alternative Education, People’s Scholl, Early ImplementationAbstract
This study evaluated the initial implementation of the People's School Education Program at SRMA 5 Jambi City using the Context, Input, Process, and Product (CIPP) model. The program is intended to expand educational access for students from vulnerable socioeconomic backgrounds while providing learning, residential, and basic-needs support. A qualitative case-study design was used. Data were obtained through semi-structured in-depth interviews with administrators, teachers, and other actors involved in implementation, together with institutional document analysis. The data were organized and interpreted across the four CIPP dimensions, with source and data triangulation used to support credibility. The evidence suggests that the program was broadly consistent with the reported needs of its target community. Institutional commitment and teacher involvement were reported as supporting early implementation, although learning facilities, human-resource allocation, and academic monitoring remained limited. Program activities were adapted to student conditions through flexible learning, religious routines, student organizations, and facility management. The fulfillment of basic needs and reported changes in discipline, social interaction, and learning motivation represent early indications rather than final program effects. Continued CIPP-based monitoring is needed to strengthen academic provision and assess program development over time.
Abstract views: 113
, 
PDF downloads: 72
Downloads
References
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7-16. https://doi.org/10.1080/20020317.2020.1729587
Alanshori, M. Z., Maulidi, A., Zahidi, S., Kusaeri, K., & Suparto, S. (2025). The application of the CIPP evaluation model in educational programs in Indonesia. Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme, 7(2), 103-122. https://doi.org/10.37680/scaffolding.v7i2.7390
Allen, K.-A., Jamshidi, N., Berger, E., Reupert, A., Wurf, G., & May, F. (2022). Impact of school-based interventions for building school belonging in adolescence: A systematic review. Educational Psychology Review, 34(1), 229-257. https://doi.org/10.1007/s10648-021-09621-w
Amor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. A., Burke, K. M., & Aguayo, V. (2019). International perspectives and trends in research on inclusive education: A systematic review. International Journal of Inclusive Education, 23(12), 1277-1295. https://doi.org/10.1080/13603116.2018.1445304
Basaran, M., Dursun, B., Gur Dortok, H. D., & Yilmaz, G. (2021). Evaluation of preschool education program according to CIPP model. Pedagogical Research, 6(2), Article em0091. https://doi.org/10.29333/pr/9701
Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328-352. https://doi.org/10.1080/14780887.2020.1769238
Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3-26. https://doi.org/10.1037/qup0000196
Budiyanto, N., Hardhienata, S., & Setyaningsih, S. (2023). Improving the effectiveness of daycare education strategy through program evaluation using the context, input, process, product (CIPP) model. International Journal of Education, Information Technology and Others, 6(3), 50-61. https://doi.org/10.5281/zenodo.8264695
Chen, M.-L., Eng, P.-m. H., & Lee, L. (2023). The needs of youth in transition after the alternative education program in Taiwan. Social Sciences, 12(6), Article 362. https://doi.org/10.3390/socsci12060362
Dizon, A. G. (2023). Historical development of CIPP as a curriculum evaluation model. History of Education, 52(1), 109-128. https://doi.org/10.1080/0046760X.2022.2098390
Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3-4), 327-350. https://doi.org/10.1007/s10464-008-9165-0
Edgerton, A. K., & Desimone, L. M. (2018). Teacher implementation of college- and career-readiness standards: Links among policy, instruction, challenges, and resources. AERA Open, 4(5), 1-22. https://doi.org/10.1177/2332858418806863
Fortems, C., Hansen, B., & Glazemakers, I. (2023). Characteristics of youth in alternative education settings: A scoping literature review. Children and Youth Services Review, 145, Article 106759. https://doi.org/10.1016/j.childyouth.2022.106759
Frye, A. W., & Hemmer, P. A. (2012). Program evaluation models and related theories: AMEE Guide No. 67. Medical Teacher, 34(5), e288-e299. https://doi.org/10.3109/0142159X.2012.668637
Goldan, J., & Schwab, S. (2020). Measuring students' and teachers' perceptions of resources in inclusive education: Validation of a newly developed instrument. International Journal of Inclusive Education, 24(12), 1326-1339. https://doi.org/10.1080/13603116.2018.1515270
Guillemot, F., Lacroix, F., & Nocus, I. (2022). Teachers' attitude towards inclusive education from 2000 to 2020: An extended meta-analysis. International Journal of Educational Research Open, 3, Article 100175. https://doi.org/10.1016/j.ijedro.2022.100175
Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(8), 846-854. https://doi.org/10.1080/0142159X.2020.1755030
Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. (2020). The relationships between school belonging and students' motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review. Research Papers in Education, 35(6), 641-680. https://doi.org/10.1080/02671522.2019.1615116
Lee, S. Y., Shin, J.-S., & Lee, S.-H. (2019). How to execute Context, Input, Process, and Product evaluation model in medical health education. Journal of Educational Evaluation for Health Professions, 16, Article 40. https://doi.org/10.3352/jeehp.2019.16.40
McGregor, G., & Mills, M. (2012). Alternative education sites and marginalised young people: 'I wish there were more schools like this one.' International Journal of Inclusive Education, 16(8), 843-862. https://doi.org/10.1080/13603116.2010.529467
Nilholm, C. (2021). Research about inclusive education in 2020: How can we improve our theories in order to change practice? European Journal of Special Needs Education, 36(3), 358-370. https://doi.org/10.1080/08856257.2020.1754547
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1-13. https://doi.org/10.1177/1609406917733847
O'Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K-12 curriculum intervention research. Review of Educational Research, 78(1), 33-84. https://doi.org/10.3102/0034654307313793
Pak, K., Polikoff, M. S., Desimone, L. M., & Saldívar García, E. (2020). The adaptive challenges of curriculum implementation: Insights for educational leaders driving standards-based reform. AERA Open, 6(2), 1-16. https://doi.org/10.1177/2332858420932828
Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921-958. https://doi.org/10.3102/0002831207308221
Romlah, S., Imron, A., Maisyaroh, Sunandar, A., & Dami, Z. A. (2023). A free education policy in Indonesia for equitable access and improvement of the quality of learning. Cogent Education, 10(2), Article 2245734. https://doi.org/10.1080/2331186X.2023.2245734
Sari, I. K., Kasmini, L., Rosdiana, & Manurung, M. M. H. (2023). The online evaluation of the teacher certification program using the CIPP model. Jurnal Penelitian dan Evaluasi Pendidikan, 27(2), 164-176. https://doi.org/10.21831/pep.v27i2.57914
Sari, Y., Padmadewi, N. N., Suarcaya, P., Utami, I. L. P., & Ramendra, D. P. (2024). The evaluation of integrating English language learning program in Islamic boarding school: The CIPP model. Jurnal Penelitian dan Evaluasi Pendidikan, 28(2), 210-220. https://doi.org/10.21831/pep.v28i2.75962
Stufflebeam, D. L., & Shinkfield, A. J. (2007). Evaluation theory, models, and applications. Jossey-Bass.
Tong, A., Sainsbury, P., & Craig, J. C. (2007). Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349-357. https://doi.org/10.1093/intqhc/mzm042
Toosi, M., Modarres, M., Amini, M., & Geranmayeh, M. (2021). Context, Input, Process, and Product evaluation model in medical education: A systematic review. Journal of Education and Health Promotion, 10, Article 199. https://doi.org/10.4103/jehp.jehp_1115_20
Valencia, M. M. A. (2022). Principles, scope, and limitations of methodological triangulation. Investigación y Educación en Enfermería, 40(2), Article e03. https://doi.org/10.17533/udea.iee.v40n2e03
Van Den Berghe, L., De Clercq, L., De Pauw, S., & Vandevelde, S. (2024b). The roles second chance education can play as a learning environment: A qualitative study of 'drop-in' students. International Journal of Lifelong Education, 43(2-3), 113-126. https://doi.org/10.1080/02601370.2024.2320728
Van Den Berghe, L., De Pauw, S., & Vandevelde, S. (2022a). A practice-based approach toward school dropout: Support workers' perspectives on supporting students. The Journal of Educational Research, 115(2), 99-110. https://doi.org/10.1080/00220671.2022.2042169
Van Den Berghe, L., Naert, J., Vandevelde, S., & De Pauw, S. S. W. (2024a). Supporting second chance education: Drop-in students' views on educational barriers and needs to study. European Journal of Education, 59(2), Article e12644. https://doi.org/10.1111/ejed.12644
Van Den Berghe, L., Vandevelde, S., & De Pauw, S. (2022b). School dropout as the result of a complex interplay between individual and environmental factors: A study on the perspectives of support workers. Teachers and Teaching, 28(5), 603-617. https://doi.org/10.1080/13540602.2022.2062748
Wanti, M., Wesselink, R., Biemans, H., & den Brok, P. (2023). The role of social factors in access to and equity in higher education for students with low socioeconomic status: A case study from Indonesia. Equity in Education & Society, 2(1), 43-60. https://doi.org/10.1177/27526461221140570
Wirandana, P. A., & Khoirunurrofik. (2024). Educational inequality in Indonesia: Are intergovernmental fiscal transfers effective in reducing the gap? Educational Studies, 50(6), 1424-1443. https://doi.org/10.1080/03055698.2022.2103647
Woolfson, L. M. (2025). Is inclusive education for children with special educational needs and disabilities an impossible dream? British Journal of Educational Psychology, 95, 725-737. https://doi.org/10.1111/bjep.12701
Yunzal, A., Jr., Hungo, M., & Casinillo, L. F. (2024). Evaluation of school learning continuity plan (LCP) using context, input, process, and product (CIPP) model. Journal of Education Indonesia, 13(2), 226-237. https://doi.org/10.23887/jpiundiksha.v13i2.74893
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Mulyadi, Mohamad Muspawi, Mar'Atun Sholiha, Yudo Handoko
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
