Evaluation of a School Intervention Program in Changing Students' Behavior Toward Bullying Using the CIPP (Context, Input, Process, Product) Evaluation Model.

Abstract

Bullying in elementary schools is a problem that affects students’ psychological, social, and character development; therefore, effective intervention programs are needed to prevent and address it. This study aims to evaluate the implementation of a school intervention program designed to change students’ behavior regarding bullying using the CIPP (Context, Input, Process, Product) evaluation model. Data were collected through interviews, observations, and documentation, and then analyzed based on four evaluation components: context, inputs, process, and outcomes. The research findings indicate that, in terms of context, the anti-bullying program has become an integral part of the implementation of child-friendly schools and has received a positive response from the school community and parents. In terms of inputs, the involvement of all teachers, parental support through parenting activities, and character-building strategies were key strengths, although there were still limitations in supporting resources and the influence of the family environment. In terms of process, the program was implemented as planned, but its effectiveness was not yet optimal due to internal and external factors. In terms of the product, the program has shown a positive impact on increasing students’ awareness and behavior in preventing bullying, although it still requires refinement through continuous monitoring and evaluation. Thus, the CIPP evaluation model has proven capable of comprehensively identifying the strengths, weaknesses, and recommendations for developing anti-bullying intervention programs, thereby enhancing the effectiveness of program implementation in schools.