<![CDATA[This study evaluates how STKIP DDI Pinrang managed the 7th Cohort of the Campus Teaching Program (KM7) to improve numeracy skills in four elementary schools using the Context Input Process Product (CIPP) model. This qualitative evaluative case study combined interviews, observations, questionnaires, official documents, assessment records, and eight digital artifacts. Research participants included one university coordinator, two field supervisors, seven students, four mentor teachers, and records for 166 students in grades 2–6. Context analysis identified uneven needs regarding curriculum resources, basic operations, digital access, and numerical reasoning. Inputs consisted of five central training sessions, one local session, two supervisor development sessions, and operational support for which financial details were not available. Process records documented eight sharing sessions, 25 external coordination contacts, and a review of all 36 required reports, resulting in 100% administrative completeness. Assessments of numeracy skills and digital artifacts have been documented; however, school-level post-test statistics, effect sizes, and rubric distributions are not available; therefore, educational improvements cannot be concluded. CIPP distinguishes between traceable governance achievements and outcome claims that require stronger evidence, and supports prospective indicators, school level reporting, and documented decision records.]]>
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