Evaluating vocational education policy in a disadvantaged region: Evidence from a CIPP-based study
DOI:
https://doi.org/10.21831/jpv.v15i3.95734Keywords:
Vocational Education Policy;, CIPP evaluation Model, Stakeholder Satisfaction, Teacher Workload and Compensation, Vocational Education in disadvantaged regionsAbstract
This study evaluates the performance of vocational education policy at SMK Maharati, a vocational high school located in a disadvantaged (3T: frontier, outermost, and underdeveloped) region of Indonesia, using the Context–Input–Process–Product (CIPP) evaluation model. Employing an evaluative mixed-methods approach, the study analyzes secondary data from four institutional stakeholder satisfaction reports involving educators and educational staff, students, parents, and industry partners (IDUKA) during the 2024/2025 academic year. Quantitative data were analyzed using descriptive statistics, one-sample t-tests, correlation, and regression analyses, while qualitative data were examined through thematic content analysis. The findings reveal a clear dichotomy between external and internal stakeholder satisfaction. Parents, students, and industry partners reported consistently high satisfaction, particularly regarding student character, work ethic, and industry-relevant competencies. In contrast, educators and staff showed only moderate satisfaction, with compensation and workload emerging as the primary sources of dissatisfaction. Statistical analysis confirms a significant negative relationship between perceived workload and salary satisfaction, indicating structural weaknesses in human resource management. The study concludes that vocational education policy at SMK Maharati is externally effective yet internally fragile, relying heavily on educator goodwill rather than sustainable institutional systems. Integrated reforms addressing human resource management, workload governance, and internal coordination are essential to ensure long-term sustainability of vocational education quality in disadvantaged regions.
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