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All Journal Jurnal Pendidikan Vokasi Jurnal Penelitian dan Evaluasi Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN Humanika : Kajian Ilmiah Mata Kuliah Umum JPTK: Jurnal Pendidikan Teknologi dan Kejuruan INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Jurnal Nalar Pendidikan Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Prima Edukasia Jurnal Elemen REiD (Research and Evaluation in Education) Journal of Educational Research and Evaluation TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Southeast Asian Journal of Technology and Science
Sudiyatno Sudiyatno
Universitas Negeri Yogyakarta
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Energy Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mechanical Engineering Public Health Social Sciences Other

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EVALUATION OF THE IMPLEMENTATION OF THE SCHOOL LITERACY MOVEMENT (GLS) PROGRAM IN BANTUL REGENCY Toruan, Andreanus Pattikawa Lbn; Setyo Putro, Nur Hidayanto Pancoro; Sudiyatno, Sudiyatno; Pusporini, Widowati; Andika, Jeffri Dian
JURNAL NALAR PENDIDIKAN Vol 13, No 2 (2025): JURNAL NALAR PENDIDIKAN
Publisher : Lembaga Penelitian Mahasiswa Penalaran UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jnp.v13i2.74230

Abstract

This study aims to evaluate the achievement and differences in the implementation of the School Literacy Movement (GLS) program in elementary schools in Bantul Regency. This evaluative research employed a mixed-methods approach, utilizing the CIPP evaluation model with a quantitative descriptive orientation. Data were collected through questionnaires and interviews, involving respondents consisting of teachers and elementary students from one public and one private elementary school, namely SD Muhammadiyah Bendo and SD Negeri Sutran. The results at SD Muhammadiyah Bendo indicate that 28.13% fall into the "Very Good" category, 12.5% into the "Good" category, 21.88% into the "Fair" category, 18.75% into the "Poor" category, and 18.75% into the "Very Poor" category. Meanwhile, at SD Negeri Sutran, 25% are in the "Very Good" category, 40.6% in the "Good" category, 18.75% in the "Medium" category, 9.4% in the "Low" category, and 6.25% in the "Very Low" category. Overall, the findings reveal a distributional difference in survey results that reflects varying degrees of program success between the two schools. Based on the data distribution and the number of students in the lower categories, SD Negeri Sutran demonstrates a more consistent and comprehensive implementation of the GLS program compared to SD Muhammadiyah Bendo
Between policy and practice: Assessing implementation gaps in adaptive sex education for adolescents with intellectual disabilities Ardiyanti, Nanin; Sudiyatno, Sudiyatno; Pusporini, Widowati
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.92214

Abstract

This study aimed to evaluate the implementation of the adaptive sex education program at SLB Negeri Manggar, the only special needs school in East Belitung Regency, Indonesia. Despite legal mandates and the recognized vulnerability of adolescents with intellectual disabilities to sexual violence and exploitation, a significant gap exists between the policy intent and the practical, standardized delivery of adaptive sex education in special schools. Challenges such as insufficient teacher training, limited parental support, and a lack of dedicated curriculum guidelines hinder effective program implementation. Using the CIPP (Context, Input, Process, Product) evaluation model, this research focused specifically on the input (educator quality, facilities, stakeholder support) and process (integration, teaching methods, material delivery) components. A mixed-methods sequential explanatory design was employed, collecting quantitative data via questionnaires from 20 students and 20 parents, and qualitative data through in-depth interviews with five teachers and one vice-principal. Results indicate that the program is well-implemented overall (process achievement score: 80%). Educator competence and facility availability were categorized as "good," and parental support scored 75.11%. However, the study identified persistent challenges, including worn teaching aids, parents' discomfort in modeling appropriate behaviors, and the need for more consistent habituation at home. The findings confirm that while the program's structure is sound, systemic gaps in training, resource renewal, and holistic stakeholder engagement remain. This evaluation provides evidence-based recommendations for enhancing program quality, ensuring it more effectively safeguards and empowers students with intellectual disabilities.
Co-Authors Abdul Rahim Amalia, Tuti Andika, Jeffri Dian Andrian Riyadi anggie marsyaelina Apri Nuryanto Ardiyanti, Nanin Didik Nurhadiyanto Dwi Esti Andriani Eri Yusron Heri Susanto Idris, Muhammad Ridzuan Indriaturrahmi Indriaturrahmi Iskandar, Ranu Ismail, Mohamad Amiruddin Iswahyuni Wulandari Jailani Lumenyela, Rogers Andrew Marlina Marlina Ma’arof, Nurul Nazirah Imam Moh. Khairudin Mutaqin Mutaqin Muyassaroh Muyassaroh Mwakapemba, James Leonard Nashir, Irdayanti Mat Nur Hidayanto Pancoro Setyo Putro Nurbaiti, Novita Nurkholis Nurkholis Nusrotus Sa’idah Pade, Reza Bakhrun Fidianto Paryanto Paryanto Rahma Yunita, Rahma RR. Ella Evrita Hestiandari Satria, Mohammad Rizky Suprapto Rachmad S, Suprapto Rachmad Suprapto Rachmad, Suprapto Suprato Rachmad Said, Suprato Rachmad Syafiqurrahman, Syafiqurrahman Syukri Fathudin AW Toruan, Andreanus Pattikawa Lbn Tuanaya, Rugaya Widowati Pusporini, Widowati Yusoff, Abdullah