<![CDATA[This study evaluated the initial implementation of the People's School Education Program at SRMA 5 Jambi City using the Context, Input, Process, and Product (CIPP) model. The program is intended to expand educational access for students from vulnerable socioeconomic backgrounds while providing learning, residential, and basic-needs support. A qualitative case-study design was used. Data were obtained through semi-structured in-depth interviews with administrators, teachers, and other actors involved in implementation, together with institutional document analysis. The data were organized and interpreted across the four CIPP dimensions, with source and data triangulation used to support credibility. The evidence suggests that the program was broadly consistent with the reported needs of its target community. Institutional commitment and teacher involvement were reported as supporting early implementation, although learning facilities, human-resource allocation, and academic monitoring remained limited. Program activities were adapted to student conditions through flexible learning, religious routines, student organizations, and facility management. The fulfillment of basic needs and reported changes in discipline, social interaction, and learning motivation represent early indications rather than final program effects. Continued CIPP-based monitoring is needed to strengthen academic provision and assess program development over time.]]>
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