<![CDATA[The implementation of Child-Friendly School (CFS) programs in elementary schools is expected to create a safe, inclusive, and supportive learning environment for students. However, the implementation of the program still faces various challenges, including limited facilities, uneven understanding among school members, and inconsistent application of child-friendly learning practices. This study aimed to evaluate the implementation of the Child-Friendly School (CFS) program at SD Negeri 352 Tobemba using the Context, Input, Process, and Product (CIPP) evaluation model and to analyze its contribution to students' learning motivation. This study employed an evaluative research design with a qualitative approach. Data were collected through in-depth interviews, observations, and documentation involving the principal, teachers, students, and school committee members selected through purposive sampling. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldana, including data reduction, data display, and conclusion drawing. The findings revealed that: (1) the context component indicated that the objectives of the CFS program were aligned with the needs of the school and students; (2) the input component showed that policies, human resources, and facilities generally supported program implementation, although socialization and teacher capacity enhancement were still required; (3) the process component demonstrated that child-friendly learning and positive discipline had been implemented adequately; and (4) the product component showed positive impacts on the school climate and students’ learning motivation, particularly in active participation, learning initiative, discipline, and perseverance. Therefore, the Child-Friendly School program contributes positively to improving students' learning motivation at SD Negeri 352 Tobemba.]]>
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