<![CDATA[Penelitian ini mengevaluasi efektivitas Program Indonesia Pintar (PIP) pada siswa penerima beasiswa Kartu Indonesia Pintar (KIP) di Jurusan Teknik Kendaraan Ringan SMK Negeri 1 Batipuh. Program ini dirancang pemerintah untuk memperluas akses pendidikan bagi keluarga kurang mampu guna menekan putus sekolah dan meningkatkan mutu. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan 23 responden penerima KIP. Data dikumpulkan melalui kuesioner tertutup berskala Likert yang menilai ketepatan sasaran, sosialisasi, pencapaian tujuan, monitoring, serta luaran seperti prestasi, motivasi, dan partisipasi. Uji prasyarat terpenuhi dan analisis dilakukan secara deskriptif serta inferensial menggunakan uji-t. Hasil menunjukkan PIP tidak berdampak signifikan terhadap efektivitas program (p=0,628 > 0,05). Secara substantif, program berkontribusi pada perluasan akses, tetapi peningkatan kualitas pembelajaran belum teramati. Implikasi kebijakan menekankan penguatan monitoring dan pendampingan berbasis sekolah, perbaikan mekanisme penargetan dan tata kelola data, serta fleksibilitas pembiayaan praktik untuk konteks pendidikan kejuruan. This study evaluates the effectiveness of the Smart Indonesia Program (PIP) for Smart Indonesia Card (KIP) scholarship recipients in the Light Vehicle Engineering Department of SMK Negeri 1 Batipuh. Designed to expand access for disadvantaged students, the program aims to reduce dropout rates and improve educational quality. A descriptive quantitative design was employed with 23 KIP beneficiaries. Data were collected using a closed-ended Likert questionnaire assessing targeting, outreach, goal attainment, monitoring, and outcomes such as academic performance, learning motivation, and participation. Assumption tests were satisfied and analyses comprised descriptive statistics and a t-test. Results indicate no significant effect of PIP on program effectiveness (p = 0.628 > 0.05). Substantively, the program improves access, yet measurable gains in learning quality were not observed. Policy implications include strengthening school-based monitoring and mentoring, improving targeting and data governance, and allowing more flexible expenditures for practice needs in vocational settings.]]>
