CIPP-Based Evaluation of an Education Quality Assurance Program for Grade 10 at a Private Senior High School in Tangerang

Abstract

This article examines a Grade 10 academic transition program at one anonymized private senior high school in Tangerang through the Context, Input, Process, and Product (CIPP) model. The evaluation report summarizes questionnaires from 40 students, focus groups with eight students and four teachers, two leadership interviews, 12 program documents, work samples, and academic records. Numeracy and mathematical reasoning had the lowest reported questionnaire mean (M = 3.21 on a five-point scale). Work samples indicated that modelling, justification, inference, and evidence-based argumentation were less consistently demonstrated than routine procedures or retrieval of explicit information. Assessment and academic support were available, while readiness criteria and intervention review procedures were less clearly established. The report documents support for 12 of 14 identified students; the other two had unspecified support status. Higher follow-up mean scores were reported in mathematics and literacy, but assessment comparability cannot be established from the available materials. The evaluative judgment is to continue the program while strengthening shared readiness criteria, targeted support for reasoning, and documented progress review. Findings remain descriptive and do not establish a causal program effect.