<![CDATA[This study evaluates the implementation of the Package C Equivalency Program at PKBM Tabah, Bengkulu City, using the Context, Input, Process, and Product (CIPP) model. The study employed a descriptive qualitative design involving six purposively selected informants: one program manager, two tutors, two learners, and one alumnus. Data were collected through semi-structured interviews, direct observation, and document analysis, and credibility was strengthened through source, technique, and time triangulation. Data were analyzed interactively through data condensation, data display, and conclusion drawing/verification. The findings show that the context component is aligned with the needs of heterogeneous learners who were unable to complete formal secondary education, although diploma-oriented motivation remains prominent. The input component is generally adequate, with bachelor-qualified tutors, gradual curriculum transition, multiple funding sources, and sufficient learning facilities, despite limited classroom capacity. The process component is characterized by contextual and andragogical learning, flexible scheduling, cumulative assessment, and internal and external supervision. The product component indicates positive semester-to-semester learning progress, continued alumni engagement, pathways to employment or further education, and high learner satisfaction. However, systematic documentation of internal evaluation across CIPP components remains limited. The study implies that PKBM managers should institutionalize evidence-based internal evaluation, strengthen learning-space capacity, and use evaluation findings as a continuous quality-improvement mechanism for equivalency education.]]>
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