EVALUATION OF THE PANCASILA-BASED CHARACTER EDUCATION REVITALIZATION PROGRAM AT THE PALU CHILDREN'S SOCIAL HOME UPT USING THE CIPP MODEL
DOI:
https://doi.org/10.36526/sosioedukasi.v15i3.9659Keywords:
Character education, Pancasila, CIPP evaluation, Foster children, Upt Children's Social Home PaluAbstract
This study uses the Context, Input, Process, Product (CIPP) evaluation paradigm to assess the Palu Children's Social Home UPT's Pancasila-Based Character Education Revitalization Program. Program managers, caretakers, social workers, psychologists, skills instructors, and participating children participated in interviews, observations, and document analysis as part of a qualitative evaluative method. The four CIPP categories were used to analyze the data thematically, and the results were compared across data sources to evaluate observed program outcomes, implementation quality, resource adequacy, and the relevance of program demands. Although infrastructure and the availability of specialized caregiver training remained issues, the input dimension was sufficient. Although participation, monitoring, and documentation were inconsistent, the Process dimension successfully included habituation, role modeling, mentoring, social and religious advice, skills training, and internships. The Product dimension noted positive changes in self-control, accountability, teamwork, social interaction, Pancasila-related behaviors, abilities, and independence. The results indicate that while the program responded to children's needs and offered opportunities for character development, it still needs stronger staff capacity, facilities, monitoring, and post-care support.
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