<![CDATA[The urgency of implementing the Field Work Practice (PKL) program in Vocational High Schools (SMK) drives this research, serving as a tool to produce job-ready graduates and to test the link and match alignment between classroom productive subjects and real construction industry qualifications. This study aims to evaluate the PKL program implementation in the Construction and Housing Engineering expertise at SMK Negeri 1 Sidoarjo across four main dimensions: context, input, process, and product. Using an evaluative descriptive design based on Stufflebeam’s CIPP evaluation framework, data were collected through triangulation involving eleventh-grade students, supervising teachers, and industry mentors, combining 1-4 Likert scale questionnaires and interviews. The results indicate that all evaluation components met operational standards and were declared "Appropriate." Context quality achieved a mean score of 83.56% (highly relevant to legal regulations and linear placement). Input quality scored 81%, showing excellent formal-administrative preparation, though industry mentors noted low initial student initiative and limited digital measurement tool mastery. Process quality reached 85.87% (highly effective daily journal management and tripartite coordination), despite student weaknesses in reading shop drawings. Product quality scored 78.83%, successfully fostering strong soft skills and achieving a 10–15% pre-graduation employment rate, though showing a gap in hard skills such as cost estimation (RAB), volume calculation, and Total Station operation. In conclusion, the program runs according to institutional targets, but the school is recommended to reform productive learning through Project-Based Learning (PjBL) using real project drawings and updating workshop technology.]]>
