<![CDATA[This study aims to evaluate the implementation of the Indonesia Smart Program (PIP) in improving access to education at SD Negeri 230 Maluku Tengah using the CIPP evaluation model (Context, Input, Process, Product) developed by Stufflebeam (2003). This study employed a dominant qualitative mixed methods design, with data collected through Likert scale questionnaires (1-5) distributed to 13 respondents consisting of the principal, school operator, teachers, and parents, as well as in-depth interviews with 2 informants. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using the Miles, Huberman, and Saldana (2014) model. The results showed: (1) Context aspect, PIP is highly relevant to the needs of students from low-income families, with economic barriers being the main obstacle to educational access; (2) Input aspect, the criteria for beneficiaries are clear and well-targeted, and the school’s administrative readiness is very good, although the DAPODIK system’s inflexibility in updating recipient data was identified as a structural weakness; (3) Process aspect, implementation still faces challenges including delayed fund disbursement and funds not being fully used as intended, indicating suboptimal efficiency; (4) Product aspect, PIP has had a significant positive impact on students’ educational continuity, marked by reduced dropout rates and increased attendance, though it has not been proven to directly improve academic competence. This study concludes that PIP is effective as a dropout prevention program but requires improvements in fund disbursement timeliness, monitoring of fund usage, and data system flexibility. 9 Book Antiqua Font.]]>
