A CIPP Evaluation of Inclusive Education Programs in Jambi Primary Schools

Abstract

This study evaluates the implementation of inclusive education in an elementary school in Jambi City using the Context, Input, Process, Product (CIPP) evaluation model. A qualitative case study approach was employed to explore the implementation of inclusive education in its real-life context. Data were collected through semi-structured interviews, participant observations, and document analysis involving the school principal, classroom teachers, special assistant teachers (Guru Pendamping Khusus), and parents of students with special educational needs. Data were analyzed using the Miles and Huberman interactive model supported by ATLAS.ti for coding and thematic analysis. The findings indicate that the implementation of inclusive education has generally fulfilled the four CIPP dimensions. Institutional commitment, qualified human resources, individualized learning programs, and collaboration among teachers, parents, and special assistant teachers have supported effective implementation. The program has contributed to improved academic achievement, learning participation, and non-academic development of students with special educational needs, although challenges in social interaction remain. This study provides empirical evidence on the application of the CIPP model in evaluating inclusive education and offers practical recommendations for strengthening teacher capacity, collaborative support, and policy implementation to improve the quality and sustainability of inclusive education.