Bridging School and Family for Student Character Development
Evaluating a Parenting Program through the CIPP Model
Abstract
School-based parenting programs can strengthen collaboration between schools and families in supporting students’ character development; however, their effectiveness depends on the quality and consistency of program implementation. This study evaluated the implementation and perceived outcomes of a parenting program at Celebes Islamic School Elementary School, Luwu Regency, Indonesia. A quantitative evaluative survey design was employed using the CIPP model, focusing specifically on the Process and Product components. Data were collected through questionnaires and documentation from 180 respondents, consisting of 34 teachers and 146 parents, and were analyzed using descriptive statistics. The findings showed that the Process component was generally perceived positively, particularly in program planning, implementation, and teacher involvement, although consistency of implementation and active parental participation remained areas requiring improvement. The Product evaluation indicated positive perceptions of students’ character across five dimensions: religiosity, discipline, responsibility, courtesy, and independence. Religiosity emerged prominently in teachers’ evaluations, while several indicators across the other character dimensions still required continuous reinforcement. Teacher and parent responses also showed convergence in several areas, particularly in their perceptions of students’ independence. These findings suggest that school-based parenting programs can serve as a structured mechanism for strengthening continuity between character education at school and parental reinforcement at home. Strengthening parental engagement, teacher–parent communication, and consistent character habituation is therefore important for sustaining program implementation and perceived character outcomes.
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