Evaluasi Program Adiwiyata SDN 06 Kelapa Dua Jakarta Barat - Ali Syafrudin (Jurnal Penelitian dan Penilaian Pendidikan, 2016)
Penelitian bertujuan untuk mengevaluasi program Adiwiyata, dengan model evaluasi CIPP. melalui komponen-komponen Adiwiyata yang ditetapkan dalam Peraturan Menteri Lingkungan Hidup Nomor 5 Tahun 2013. Data dihimpun melalui observasi, studi dokumen, dan wawancara dengan kepala Sekolah, Guru Kelas, tim adiwiyata, duta lingkungan, penjaga kantin, komite, dan orang tua siswa. Komponen conteks yang meliputi visi, misi, dan tujuan sekolah telah memuat upaya perlindungan dan pengelolaan lingkungan hidup. Komponen input mencakup anggaran yang digunakan hanya 28% dari total anggaran sebesar Rp 985.960.000, sehingga dalam pengembangannya sangat terbatas. SDM-nya  sudah memiliki kemampuan dalam menerapkan program adiwiyata hanya saja terkendala oleh waktu. Struktur kurikulum yang digunakan sudah disesuaikan dengan program adiwiyata. Komponen process, karakter siswa sudah terbentuk sehingga koordinator hanya mengarahkan serta mengembangkan kepekaannya terhadap lingkungan. Komponen product, cukup banyak yang dihasilkan, akademik dan non-akademik.   The study aims to evaluate the Adiwiyata program using the CIPP evaluation model through the components of Adiwiyata which is stipulated in Regulation of the Minister of Environment No. 5 of 2013. The data are collected through observations, document studies, and interviews with principals, classroom teachers, adiwiyata teams, environmental ambassadors, cafeteria attendants, committees, and parents. The contex component that includes the vision, mission, and objectives of the school has loaded safeguards and environmental management. The input component includes the budget used only 28% of the total budget of Rp 985,960,000, so its development is very limited. The Human Resources have already had the ability to implement the program adiwiyata though it is constrained by the time. The curriculum structure used has been adapted to the adiwiyata program. In the process component, the students’ character is already formed so that the coordinator only directs and develops their sensitivity to the environment. The product component, as adequately produced, include academic and non-academic aspects.