EVALUASI PROGRAM SEKOLAH RAMAH ANAK MENGGUNAKAN MODEL CIPP DI SMP NEGERI 5 BANDAR LAMPUNG

Rafika, Dwi Cahyani (2025) EVALUASI PROGRAM SEKOLAH RAMAH ANAK MENGGUNAKAN MODEL CIPP DI SMP NEGERI 5 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Program Sekolah Ramah Anak (SRA) merupakan upaya penting dalam menciptakan lingkungan pendidikan yang aman, nyaman, dan inklusif bagi seluruh peserta didik. Di SMP Negeri 5 Bandar Lampung, program ini diimplementasikan sebagai respons terhadap berbagai permasalahan yang berkaitan dengan kekerasan di lingkungan sekolah dan kurangnya kepedulian terhadap hak-hak anak. Permasalahan seperti perilaku tidak ramah, bullying, serta kurangnya pemahaman tentang nilai-nilai ramah anak menjadi latar belakang penting bagi evaluasi ini. Oleh karena itu, dibutuhkan evaluasi yang menyeluruh untuk mengetahui sejauh mana program ini telah dijalankan secara efektif dan sesuai dengan kebutuhan warga sekolah. Penelitian ini menggunakan model evaluasi CIPP (Context, Input, Process, Product) dengan pendekatan metode campuran (mixed method) dan desain eksploratori sekuensial. Penelitian dimulai dengan pendekatan kualitatif melalui wawancara mendalam dan observasi, kemudian dilanjutkan dengan pendekatan kuantitatif menggunakan angket. Teknik pengumpulan data meliputi dokumentasi, observasi, wawancara, dan angket. Analisis data dilakukan secara komprehensif melalui tiga tahap, yaitu penyajian data kualitatif, penyajian data kuantitatif, serta integrasi data untuk mendapatkan kesimpulan yang utuh dan mendalam mengenai implementasi program SRA. Hasil penelitian menunjukkan bahwa evaluasi pada aspek konteks menunjukkan bahwa pelaksanaan Program Sekolah Ramah Anak (SRA) di SMP Negeri 5 Bandar Lampung relevan dengan kebutuhan sekolah, yang mengutamakan penciptaan lingkungan belajar yang aman dan nyaman. Program ini dirancang untuk mengatasi permasalahan utama, seperti kekerasan dan perilaku tidak ramah terhadap anak. Program ini juga sesuai dengan visi dan misi sekolah serta melibatkan seluruh warga sekolah, termasuk siswa, guru, dan orang tua. Evaluasi ini menunjukkan bahwa program SRA layak untuk dilaksanakan dan memiliki dasar yang kuat. Pada aspek input, evaluasi menunjukkan bahwa pelaksanaan program sudah didukung oleh sarana dan prasarana yang cukup, meskipun masih terdapat kekurangan. Tersedia juga sumber daya manusia yang memahami pelaksanaan program serta sumber dana yang memadai, meskipun belum sepenuhnya mencukupi. Namun, ada kendala terkait sarana dan prasarana serta keterbatasan pelatihan guru terkait SRA. Program ini dapat berjalan dengan baik karena sebagian besar pihak sekolah sudah memiliki sumber daya yang diperlukan, meskipun ada ruang untuk ii peningkatan dalam aspek tersebut. Evaluasi pada aspek proses menunjukkan bahwa program SRA telah dilaksanakan dengan baik. Beberapa kegiatan yang mendukung pelaksanaan program antara lain deklarasi program, kebijakan anti-kekerasan, pembiasaan religius, serta pengawasan aktif terhadap siswa. Namun, terdapat tantangan terkait konsistensi pelaksanaan kebijakan di seluruh kelas dan perlunya evaluasi internal yang lebih mendalam untuk memantau keberlanjutan program. Pelatihan untuk guru perlu ditingkatkan untuk memastikan pemahaman dan penerapan nilai-nilai SRA yang seragam. Pada aspek produk, program ini telah memberikan hasil positif dengan meningkatnya rasa aman siswa serta berkurangnya kasus bullying. Berdasarkan wawancara dan observasi, sebagian besar siswa merasa lebih nyaman dan aman di lingkungan sekolah setelah implementasi program SRA. Guru dan tenaga kependidikan juga mengakui adanya perubahan positif dalam interaksi sosial siswa dan budaya sekolah yang lebih ramah. Dari data yang diperoleh, sebanyak 91,24% siswa menilai program ini berdampak baik terhadap kenyamanan dan interaksi sosial mereka, meskipun masih ada sekitar 8,76% siswa yang merasa kurang puas, terutama terkait penanganan bullying dan keterbatasan fasilitas pendukung. Oleh karena itu, meskipun dampak positif sudah tercapai, perlu adanya perbaikan berkelanjutan untuk memastikan program ini dapat mengatasi tantangan yang ada dan lebih inklusif bagi seluruh siswa. Kata Kunci: Evaluasi Program, Sekolah Ramah Anak, Model CIPP iii ABSTRACT The Child-Friendly School (CFS) program is an important effort in creating a safe, comfortable, and inclusive educational environment for all students. At SMP Negeri 5 Bandar Lampung, this program was implemented in response to various problems related to violence in the school environment and lack of concern for children's rights. Problems such as unfriendly behavior, bullying, and lack of understanding of child-friendly values are important backgrounds for this evaluation. Therefore, a comprehensive evaluation is needed to determine the extent to which this program has been implemented effectively and in accordance with the needs of the school community. This study uses the CIPP (Context, Input, Process, Product) evaluation model with a mixed method approach and sequential exploratory design. The study began with a qualitative approach through in-depth interviews and observations, then continued with a quantitative approach using questionnaires. Data collection techniques include documentation, observation, interviews, and questionnaires. Data analysis was carried out comprehensively through three stages, namely presentation of qualitative data, presentation of quantitative data, and data integration to obtain complete and in-depth conclusions regarding the implementation of the CFS program. The results of the study showed that the evaluation of the contextual aspect showed that the implementation of the Child Friendly School (SRA) Program at SMP Negeri 5 Bandar Lampung was relevant to the needs of the school, which prioritized the creation of a safe and comfortable learning environment. This program was designed to address major problems, such as violence and unfriendly behavior towards children. This program is also in accordance with the school's vision and mission and involves all school members, including students, teachers, and parents. This evaluation showed that the SRA program was feasible to implement and had a strong foundation. In terms of input, the evaluation showed that the implementation of the program was supported by adequate facilities and infrastructure, although there were still shortcomings. There were also human resources who understood the implementation of the program and adequate funding sources, although not yet fully sufficient. However, there were obstacles related to facilities and infrastructure and limited teacher training related to SRA. This program was able to run well because most schools already had the necessary resources, although there was room for improvement in this iv aspect. The evaluation of the process aspect showed that the SRA program had been implemented well. Several activities that supported the implementation of the program included program declarations, anti-violence policies, religious habits, and active supervision of students. However, there are challenges related to the consistency of policy implementation across classes and the need for more in-depth internal evaluation to monitor the sustainability of the program. Training for teachers needs to be improved to ensure a uniform understanding and application of SRA values. In terms of products, the program has produced positive results with increased student safety and reduced bullying cases. Based on interviews and observations, most students feel more comfortable and safe in the school environment after the implementation of the SRA program. Teachers and education personnel also acknowledged positive changes in student social interactions and a friendlier school culture. From the data obtained, 91.24% of students considered the program to have a positive impact on their comfort and social interactions, although there were still around 8.76% of students who felt dissatisfied, especially regarding the handling of bullying and limited supporting facilities. Therefore, although positive impacts have been achieved, continuous improvement is needed to ensure that the program can overcome existing challenges and be more inclusive for all students. Keywords: Program Evaluation, Child-Friendly School, CIPP Model

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