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All Journal Mimbar Sekolah Dasar
Erna Kusumawati
Bina Bangsa University

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Evaluating Local Government Teacher Professional Development Programs Using the CIPP Model: Evidence from Primary Schools in Bogor Regency Aty Susanti; Rita Hastuti; Miswan Miswan; Andriani Sariwardani; Erna Kusumawati; Eki Dudi Darmawan
Mimbar Sekolah Dasar Vol. 13 No. 3 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i3.65

Abstract

This study evaluates the effectiveness of teacher professional development (TPD) programs implemented by local governments using the Context, Input, Process, and Product (CIPP) model. The study addresses the gap between policy-driven training initiatives and their actual impact on teacher competence and instructional practices. A qualitative case study approach was employed involving education officials, school principals, and primary school teachers in Bogor Regency. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using thematic analysis aligned with the CIPP framework. The findings indicate that: (1) context evaluation reveals limited alignment between program design and school-specific needs; (2) input evaluation shows that planning is not based on systematic needs assessment; (3) process evaluation highlights procedural implementation with minimal innovation and follow-up; and (4) product evaluation demonstrates limited impact on teachers’ professional competence. The study concludes that although the program is administratively implemented, its effectiveness remains suboptimal. This research contributes to strengthening evaluation-based approaches in teacher professional development and provides practical implications for policy improvement.
Co-Authors Andriani Sariwardani Aty Susanti Eki Dudi Darmawan Miswan Miswan Rita Hastuti