Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Basilius Redan Werang
Program Studi Adminstrasi Pendidikan, Program Pascasarjana, Universitas Pendidikan Ganesha, Indonesia
Education

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Evaluating student management program effectiveness using CIPP model and glickman quadrant: a quantitative study I Nengah Sudarsana; Dewa Gede Hendra Divayana; Basilius Redan Werang
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202526659

Abstract

Evaluating student affairs programs remains a persistent challenge in many developing-country education systems, where strong policy intentions often collide with limited resources. This study examines the effectiveness of a student management program at SMP Negeri 1 Kuta Utara using the Context–Input–Process–Product (CIPP) evaluation model, with particular attention to how resource constraints shape overall program performance. Employing an evaluative quantitative design, data were collected from 104 purposively selected stakeholders through questionnaires, structured observations, and document analysis, and analyzed using the Glickman Quadrant. The evaluation reveals a (+ - + +) pattern, indicating that while the program is overall effective and feasible to continue, its effectiveness is structurally constrained by a negative input component. Specifically, inadequate operational funding, insufficient supporting facilities, and an imbalance between the number of student supervisors and students limit program scalability and long-term sustainability. Despite these constraints, positive context alignment, disciplined and well-coordinated implementation processes, and favorable product outcomes such as improved student discipline, enhanced non-academic achievement, and strengthened character development demonstrate the program’s resilience. The study contributes empirical evidence that process quality can partially compensate for weak inputs, but not without risk to sustainability. Practically, the findings recommend targeted investment in student affairs resources, supervisor capacity building, and facility enhancement to prevent erosion of program gains. Theoretically, this study underscores the diagnostic value of the CIPP Glickman integration for identifying hidden structural weaknesses in otherwise “effective” educational programs.
Evaluating the effectiveness of a character education program in a junior high school: a CIPP model approach Ni Putu Eka Trisdayanti; Basilius Redan Werang; Kadek Rihendra Dantes
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202526667

Abstract

The study employed a descriptive quantitative design involving 40 respondents consisting of teachers, the principal, and administrative staff selected through purposive sampling based on their direct involvement in program implementation. Data were collected using a structured questionnaire based on a five-point Likert scale (1 = strongly disagree to 5 = strongly agree). The instrument was developed according to CIPP indicators and tested for validity using product-moment correlation, with all items meeting the minimum validity criteria (r > 0.30). Reliability testing using Cronbach’s Alpha showed a coefficient of 0.87, indicating high internal consistency. Data analysis was conducted using descriptive statistics (mean and standard deviation) and T-score transformation to determine the effectiveness category of each component. The results show that the Context component obtained a mean score of 3.98 (SD = 0.54), indicating that the program foundation, including policy support and cultural alignment, is well established. The Input component achieved a mean of 3.76 (SD = 0.61), suggesting that human resources and facilities are generally adequate, although several aspects require strengthening. The Process component recorded a mean score of 3.72 (SD = 0.58), reflecting relatively consistent implementation, with improvements needed in monitoring and supervision. Meanwhile, the Product component obtained a mean of 4.02 (SD = 0.49), indicating positive outcomes in students’ character development. Based on the overall average score (M = 3.87; SD = 0.55), the Character Education Program can be categorized as effective according to predetermined effectiveness criteria (mean score ≥ 3.50). However, enhancement of program inputs, particularly in technical support and resource optimization, is recommended to ensure long-term sustainability and improved program outcomes.
Understanding student readiness for industrial internships: a qualitative exploration in vocational culinary education Ni Nyoman Widya Adnyani; Basilius Redan Werang; Ni Wayan Sukerti
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202526683

Abstract

This study aims to examine the underlying causes of low readiness among Grade XII culinary students at SMK Negeri 1 Sukasada in undertaking PKL. Employing a qualitative exploratory design, data were collected through in-depth interviews, observations, and document analysis involving students, teachers, school leaders, and industry partners. The study identifies a complex interplay of internal, institutional, and industry-related factors that collectively shape student readiness. Internal factors include fluctuating motivation, uneven technical competence, low self-confidence, and limited mental resilience. Institutional factors encompass gaps in PKL preparation, misalignment between curriculum and industry standards, insufficient intensity of practice-based learning, and limited mentoring mechanisms. Meanwhile, industry-related factors involve communication discontinuities, divergent expectations regarding work discipline and productivity, minimal pre-placement orientation, and highly demanding workplace cultures. Rather than operating independently, these factors interact dynamically, producing a cumulative effect that constrains students’ adaptive capacity and professional preparedness. The findings argue for a reconceptualization of PKL readiness not merely as an individual competency issue, but as a systemic alignment problem between vocational institutions and industry ecosystems. The study calls for structured co-design of curriculum and training modules with industry partners, the integration of resilience-building and workplace simulation into pre-PKL preparation, and the institutionalization of continuous feedback loops between schools and host industries. Such measures are crucial to strengthening vocational graduates’ transition from school to work and enhancing the overall effectiveness of PKL programs.
Co-Authors Dewa Gede Hendra Divayana I Nengah Sudarsana Kadek Rihendra Dantes Ni Nyoman Widya Adnyani Ni Putu Eka Trisdayanti Ni Wayan Sukerti