Evaluation of the implementation of Indonesia Pintar program in vocational school

Abstract

The study aims to evaluate a program of channeling educational fund, Program Indonesia Pintar (PIP), for vocational school (sekolah menengah kejuruan or SMK). This research was evaluation research using mix method approach. The evaluation model used was the CIPP model covering context, input, process, and product. Respondents in the study were 702 principals, 125 student’s parents, and 15853 students of the SMKs spreading across 29 out of 34 provinces in Indonesia. Data collection techniques used were analysis, survey, interview, observation, and study documentation. The instruments used were analysis sheet, questionnaire, interview guidelines, observation sheet, and the list of related documents. Data analysis techniques used were quantitative descriptive and qualitative and comparing the result with the PIP evaluation success criteria. The results show that the overall of PIP implementation runs well with details in aspects: (a) context, the PIP socialization is implemented well, the PIP objectives performance is in the very good category and can ease students’ costs in the excellent category; (b) input, the school provides particular staffs executing PIP showing the excellent category; (c) process, the targeted accuracy of most PIP students at SMK states that they follow the provisions. Based on the PIP SMK management role and function, institute has served well; (d) product, most issues reported of the PIP funds for SMK indicate that the use of the fund by students is suitable with the provision and its management. The current model of the PIP aid funds needs to be advanced, particularly with several aspects unsteady.

Evaluation of the Smart Indonesia Card (KIP) Program for the Vocational Schools in Surakarta City

“…This research confirmed the previous research in the Bengkayang region, which also found if the invalid data, because of the no authority of the school to manage the data, make the PIP has not targeted the right student [19]. That problem will decrease the PIP distribution effectivity, especially in the vocational school cluster, because of the student are not completed their education [20].…”

CIPP evaluation model - The agreement of the five ministers: Arranging and organizing junior high school teachers

“…Process, namely looking at the planning process in terms of easing the tasks of program implementation members and assisting in the interpretation of the results; whereas product evaluation is to identify and evaluate short and long term things to facilitate program implementation in order to facilitate good products/results and measure the importance of success in efforts to fulfill goals that have been set from the beginning (Stufflebeam, 2007). Furthermore, Hamdi et al (2020) support that with the use of CIPP, they can view in detail the program's implementation so that they may explain program activities in depth and notice the difficulties encountered that might limit the sustainability of the current program. In terms of context, it can see roughly what needs the program has.…”

“…The four components of the CIPP evaluation model are: evaluating context, evaluating input, evaluating process, and evaluating the product. The CIPP model may help get more in-depth information on data collecting, give detailed illustrations, and depict actual conditions in terms of current or finished programs (Hamdi et al (2020), As a result, the evaluator must evaluate these four characteristics while evaluating the program to determine the effectiveness of an activity up to the point of accomplishing the predetermined goals.…”

Implementasi Sistem Penjaminan Mutu Internal di Sekolah dasar

“…Dalam upaya menerapkan model penjaminan mutu pendidikan ini maka perlu adanya komitmen yang tinggi, penilaian kebutuhan, perencanaan strategik, penyusunan rencana taktis, dan penilai kemajuan. Penerapan penjaminan mutu ini sangat penting dalam penerapan manajemen pendidikan berbasis sekolah (Hamdi et al, 2020).…”