<![CDATA[This study evaluated the effectiveness of the Home Visit BAIK (Bersama Aktifkan Ikatan Kasih/ Together Activate Bonds of Affection) program at SMA Model Terpadu Bojonegoro using the CIPP (Context, Input, Process, Product) evaluation model. Low student learning motivation, minimal teacher-parent communication, and complex digital-era challenges among Generation Z students formed the basis for this intervention. A qualitative program evaluation design was employed, with data collected through semi-structured interviews, participant observation, and documentation review. Participants were selected via purposive sampling, consisting of two BK teachers, one homeroom teacher, and ten students. Data analysis followed the interactive model, with trustworthiness ensured through methodological triangulation and expert validation. Context evaluation showed the program was grounded in systematic needs assessment aligned with Maslow's hierarchy of needs. Input evaluation confirmed adequate teacher qualifications, though the absence of RPL documentation represents a planning gap. Process evaluation identified a collaborative multi-stakeholder model as a key strength, while inconsistent parental engagement and the lack of formative monitoring were noted as weaknesses. Product evaluation indicated that 80% of students demonstrated high learning motivation post-implementation. The program is concluded to be feasible and effective; however, improvements in RPL documentation, mid-cycle monitoring, parental engagement strategies, and pre-post measurement design are recommended to strengthen program quality in future cycles.]]>
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