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Interdiciplinary Journal of Education
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Vol. 1, No.1: July 2023
E-ISSN: 2988-7798
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Evaluation of Character Education Program Based on School Culture
1*,2

Hary Murcahyanto1*, Mohzana2
Faculty of Language, Art, and Humanity, Universitas Hamzanwadi, Selong, Indonesia
*Corresponding Author Email: harymurcahyanto@gmail.com

Abstract: This study aims to describe the context, input, process, and
product of a character education program based on school culture. The
research design used is an evaluative model. Oral and written data were
obtained from interviews, observation, and documentation techniques.
The analysis uses 4 stages, namely, data display data reduction and
conclusion drawing. Text and discourse interpretation techniques with
critical hermeneutic methods. The results and conclusions of this study
are Context evaluation aspects which include components of program
planning, needs analysis, and determination of program implementation
objectives have been carried out well, but in terms of determining the
priority of the main values and the stage of socializing the priority of the
program's main values, it is not optimal. Aspects of evaluation Input
include components of standard qualifications for principals, program
design, qualifications of educators and education staff, and support from
parents and guardians, curriculum development at the education unit
level has been carried out well, but the carrying capacity of infrastructure
is still inadequate. Aspects of product evaluation and internalization of
the main values of character education have shown good results.

Article History
Received: 12-07-2023 2
Revised: 13-07-2023
Published: 19-07-20232017
Key Words:
Character education,
Program evaluation,
School culture,

How to Cite: Murcahyanto, H., Mohzana, M. (2023). Evaluation of Character Education Program Based on
School Culture. Interdiciplinary Journal of Education, 1 (1). 53-67. doi: https://doi.org/10.61277/ije.v1i1.8
https://doi.org/10.61277/ije.v1i1.8

This is an open-access article under the CC-BY-SA License.

Introduction
The government has been vigorously implementing the National Character Education
Movement since 2010 in response to global changes and the mandate of Law No. 20/2003 on
the National Education System. This movement was strengthened and expanded through the
Strengthening Character Education Movement with the principles of continuity and
sustainability. The Ministry of Education and Culture implements this movement through the
Strengthening Character Education programme, in line with national education goals. The
Ministry of Religious Affairs also emphasises the importance of character education in
madrasah as an Islamic educational institution, by designing a curriculum that takes into
account national education goals, madrasah goals, science development, religious
moderation, anti-corruption education, literacy, and moral formation (Weng et al., 2020;
Vaillant & Zidán, 2016; Mashayeh, 2021; Khalili et al., 2022; Ashraf et al., 2021; Mukhtar et
al., 2020; Ndlovu & Willems, 2009).
In today's digital era, the morals and character of students or the younger generation,
the rise of various law violations among teenagers, and politeness towards parents and
teachers have begun to diminish. This is a concern for parents, the community, and the
commitment of education units including schools or madrasah in tackling this problem.
Madrasah Ibtidaiyah Negeri in Selong, as an educational unit with religious characteristics
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under the auspices of the Ministry of Religious Affairs with a vision, mission and educational
goals based on religious teachings, in the implementation of character education is carried out
through a school culture that is more oriented towards self-development and the practice of
religious teachings (Ashraf et al., 2021; Kruse & Kroneberg, 2022; Schuchart & Schimke,
2022).
The State Islamic Junior High School in Selong has developed various selfdevelopment activities to implement character education through the establishment of a
school culture. These activities encompass daily and weekly routine activities, programmed
activities, and spontaneous activities aimed at fostering religious attitudes, nationalism,
independence, cooperation, and integrity among students. However, despite these efforts,
there are still gaps in student behavior and the practice of character education values. Some
students exhibit undisciplined dressing, eating while standing or walking, playing around
during worship, neglecting cleanliness in the toilet, and not maintaining hand hygiene or
proper waste disposal. Further research is needed to assess the effectiveness and achievement
of the character education program and provide a comprehensive understanding of the
context, input, process, and outcomes of the school's culture-based character education at
Madrasah Ibtidaiyah Negeri in Selong.
a.Program Evaluation
Program evaluation is a process of discovering the extent to which the goals and
objectives of the program or project have been realized, providing information for decision
making Briekerhoff et al (Schuchart & Schimke, 2022; Lundeby et al., 2022; Shand &
Bowden, 2022; Parmar et al., 2022). Program evaluation is a systematic investigative activity
about something valuable from an object (Colbert-Getz et al., 2021; Logachev et al., 2021;
Alsalamah & Callinan, 2021; Im et al., 2021). The purpose of the evaluation is to obtain
definite and objective information about a program. The information can be in the form of
program implementation processes, program impacts/outcomes, as well as utilizing the
evaluation results for the program itself, namely to determine whether the program will be
continued, improved, or discontinued (Im et al., 2021; Schuchart & Schimke, 2022; Varga et
al., 2022). Purpose of program evaluation is an effort to collect information, process and
present information in the form of data and reports that are used as input for improvement
and decision making regarding a program or policy to be used as input for program
improvement, program expansion, program improvement or program termination (Widiartini
et al., 2021; Al-Azmi et al., 2021). The purpose of program evaluation is an activity carried
out to determine the achievement of the program objectives by knowing the implementation
of program activities (Pérez-Jorge et al., 2021; González-Barea et al., 2021).
Based on its orientation, program evaluation is divided into four models, namely: 1) a
goal-oriented model, 2) a decision-oriented model, 3) an activity-oriented model and the
people who handle it (transactional oriented), and 4) model that is oriented towards the
influence and impact of the program (research oriented) (Tregón-Martín et al., 2021;
Coleman, 2022).
Several program evaluation experts are known as the originators and inventors of the
program evaluation model, including: Stufflebeam, Metfessel, Michael Scriven, Stake, and
Glaser (Lundeby et al., 2022; Mystakidis et al., 2019; Varga et al., 2022; Widiartini et al.,
2021). From several program evaluation models, this study uses the CIPP (context, input,
process, and product) evaluation model developed by Stufflebeam (Colbert-Getz et al., 2021;
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Pérez-Jorge et al., 2021; Shand & Bowden, 2022). The main purpose of using the CIPP
model in evaluating programs is to improve the program, not to prove it. The use of the CIPP
model evaluation in this study was adapted to the research objectives, namely evaluating the
planning process, carrying capacity, implementation process and the results of internalizing
the main values of character education in an effort to improve the planning process, carrying
capacity, implementation and results of internalization of the main values of character
education programs (Danilovich et al., 2017; Im et al., 2021).
b. Character education
Character education is an activity carried out in an effort to improve the quality of
education through the development of positive thinking in thoughts, behavior, and actions
that will be carried out if there is a common view between educational institutions and
families in implementing and developing it (Fahrurrozi et al., 2021; Mohzana & Fahrurrozi,
2020). Character education in schools is an effort to instill habituation so that students can
behave and act according to the values that have become their personalities, and involve good
knowledge (moral knowing), good feelings (moral feeling) and good behavior (moral action)
so that they are formed. embodiment of the unity of behavior and attitude of life of learners
(Berges Puyo, 2020; Chuen & Yusof, 2021).
Character education is defined as a genuine effort to help someone understand, care,
and act on the basis of core ethical values (Alcivar et al., 2021; Starokozhko et al., 2020).
Character education is a process of providing educational guidance (values, character, morals
and character) to students to become fully human (characterized in the dimensions of heart,
mind, body, taste and intention), and make students know, care, and internalize values so that
we humans behave (Moate, 2021;Mesterjon et al., 2021). Character education is education
that instills and develops noble characters (Cathrin et al., 2021). The implementation of
character education can be done with two approaches, namely (1) a practical approach,
namely training the traits that are expected to become student behavior, and (2) an essential
approach, namely preparing personality as a character's home (Phan et al., 2021; Ramdhani,
2017).
The Ministry of Education and Culture further stated that character education based
on school culture can be interpreted as an activity carried out to create an integrated school
climate and environment in the management of the implementation of character education.
School culture is not only a reflection of the attitudes of school personnel, but is also a
reflection of the school's personality shown by the behavior of individuals and groups in a
school community (Daryanto, 2015). Therefore, school culture-based character education
becomes an integral part of the school-based quality improvement management program
whose implementation strategy can be implemented through three strategies, namely; (1)
implementation of classroom-based education; (2) implementation of school culture-based
character education; and (3) implementation of community-based character education
(Sumar, 2018; Zahro, 2015).
School culture-based character education is an activity to create a culture and climate
in the school environment that supports the implementation of character education, involving
all systems, structures, and educational actors in schools with a focus on implementation
oriented to habituation and the formation of a school culture that represents values. character
building (Annisa, 2019; Isnaini, 2013). In addition to implementation through school culture,
character education can also be implemented based on class and community, class-based
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implementation can be carried out by integrating through; (1) integration in the curriculum;
(2) integration with classroom management; (3) integration into learning methods; (4)
integration through special subjects; (5) integration through school literacy movement; and
(6) integration through counseling guidance services. Meanwhile, community-based character
education is carried out by collaborating with communities outside the education unit which
are used as partners in implementing the main values of character education. Various forms
of collaboration are carried out between the school and the community, namely; (1) learning
based on museums, cultural heritages, and art studios; (2) mentoring with local artists and
cultural observers; (3) inspiration class; (4) on-air radio broadcast programs; (5) collaboration
with TV media, newspapers and magazines; (6) literacy movement; (7) collaboration with
universities (research; lecturers and teachers); (8) cooperation with religious communities
(Zahro, 2015; Dewi et al., 2019; Nurizka & Rahim, 2020; Sumar, 2018).
Relevant previous research includes research conducted by (Sukadari et al., 2015;
Hidayati et al., 2017; Jaelani & Asvio, 2019; Widiyanti, 2019). The difference between this
research and the previous one is in the research location, research objectives and the data
analysis model used. While the similarities are both researching the evaluation of character
education programs.
Research Method
The type of research used in this study is evaluative research and the research
approach used is a qualitative research approach. The research design used in this study is an
evaluative research model CIPP (Context, Input, Process, Product). The use of evaluation
research with a qualitative research approach CIPP model aims to assess and describe the
planning process, carrying capacity, implementation process and the results of internalizing
the main values in the school culture-based character education program. The research was
conducted at Madrasah Ibtidaiyah Negeri in Selong, East Lombok Regency, West Nusa
Tenggara, while the time of this research is planned to be carried out in the first semester
(odd) of the 2021/2022 academic year.
The research instrument uses researchers as key instruments, to help collect data,
other instruments are used as analytical tools in data processing in the form of interview
guidelines, observation guidelines and document studies. The techniques in collecting data
that were used in this study were interviews, observation, and documentation. Sources of
information in this study consisted of key informants, key informants and supporting
informants. As the key informant in this research is the head of the madrasa, the main
informant is the researcher himself because the researcher is a team of the education council
in East Lombok district. Meanwhile, the supporting informants are teachers/educators, and
madrasa committee administrators. To increase the credibility of the data collected, the
researchers used source triangulation.
Observations were carried out in this study by observing all process activities related
to character education programs in madrasas directly, independently, and objectively. While
the focus of observation in this study was focused on the condition of the madrasa
environment, the conditions for the application of character education and the availability of
facilities in the implementation of character education.
The analysis in this study uses data analysis in accordance with the concept of Miles
and Huberman with stages, namely, data display data reduction and conclusion drawing. In
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interpreting the data in this study, the interpretation technique used is the interpretation of
texts and discourses with a critical hermeneutic method to reveal the reality of the meaning
contained in the interaction of the text through a free interpretive of the results of interviews
that are in accordance with the researcher's understanding.
Result and Discussion
a. Context Evaluation
Evaluation of context/needs analysis and formulation of program objectives on the
implementation of the character education program at Madrasah Ibtidaiyah Negeri in Selong
includes Planning, formulation of the program's vision, mission and objectives as well as the
stages of program socialization.
Character education program planning
Based on the interview with the head of Madrasah Ibtidaiyah Negeri in Selong, it is
evident that the implementation of the character education program aligns with the 2013
curriculum and government regulations emphasizing religious moderation, character
education, literacy, and the formation of noble character. The program's planning stage
involved a needs analysis based on input from parents, guardians, and government
regulations. The objectives of the character education program were formulated in line with
the school's vision, mission, and goals, focusing on nurturing students with noble character.
Despite incomplete learning resources and infrastructure, efforts are being made to gradually
improve them. The school has 30 competent educators with bachelor's degree qualifications.
The interview also highlights the importance of considering the cultural potential of
the predominantly Muslim community surrounding the school when prioritizing character
education. While the school has 30 educators with undergraduate qualifications, the learning
resources and infrastructure are still incomplete, as observed by researchers. This includes
combined classrooms with limited partitions, external places of worship, inadequate library
facilities combined with the health room and warehouse.
Formulation of vision, mission, and Program Objectives
The interviews conducted with school principals, educators, and madrasa committees
reveal that the formulation of the vision, mission, and objectives of the character education
program at Madrasah Ibtidaiyah Negeri in Selong is closely integrated with the overall vision,
mission, and goals of the school. The grade IV B teacher states that the character education
program aligns with the school's vision, mission, and goals. The principal further emphasizes
that the objectives of the character education program are in accordance with the school's
vision and mission, and they are incorporated into the school's documents. This integration
demonstrates that the vision, mission, and goals of the character education program are
interconnected and mutually reinforcing with those of the school.
Program Socialization
During the socialization of the character education program at Madrasah Ibtidaiyah
Negeri, the principal mentioned that there was no specific socialization conducted, but the
program was briefly mentioned during meetings with parents, particularly during preparation
meetings for final exams and the distribution of report cards and student savings. The
evaluation of the program's planning, formulation of vision, mission, and objectives, as well
as program socialization, focused on integrating the development of students' spiritual and
social attitudes according to the 2013 curriculum regulations. The evaluation also considered
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the availability of learning resources, facilities, infrastructure, and human resources, ensuring
they were adapted to the cultural potential present in the school environment.
Table 1. Context Evaluation

Numb
1
2
3
4

Contex
Planning
Formulation of vision and mission
Program goals
Stages of program socialization

Result
Not optimal
Intergrated
Intergrated
Not well scheduled

According to the Minister of Education and Culture's Decree No. 20 of 2018, the
planning of character education programs should involve analyzing the internal and external
conditions of the education unit, determining success indicators, assessing human resources
and infrastructure, and identifying the main values of character education. An action plan
should then be developed, integrating character education into learning activities,
extracurricular activities, and self-development activities.
A conditioning plan should also be established, which includes providing
infrastructure, role models, rewards, and empowerment, as well as creating conducive school
conditions and providing training for teachers. However, in the formulation of the vision,
mission, and objectives of the character education program at Madrasah Ibtidaiyah Negeri,
the focus is solely on the formulation of the school's vision, mission, and goals stated in the
Education Unit Level Curriculum. The socialization of the program has not been optimally
implemented and is limited to introductions during meetings with school committees and
parents, lacking proper scheduling for program socialization activities.
b. Input Evaluation
At the evaluation stage, the input on the implementation of the character education
program is focused on the support capacity which includes the principal, design of character
education programs, educators/educational staff, parental support, curriculum, and
infrastructure.
Principal/School Headmaster
According to the interviews with school principals, their role as leaders involves
having a strong commitment to support all school programs and ensuring the provision of
necessary infrastructure. They emphasize the importance of unifying the perceptions of all
madrasa components through coordination and task delegation based on individual talents,
interests, and abilities to ensure the smooth implementation of programs.
The principals also highlight the need for proper integration of character education in
all school activities, requiring periodic and continuous evaluation. They conduct evaluations
at the end of each semester, involving all teachers, to assess the teaching and learning process
and work programs, which serve as a basis for improvement in subsequent semesters.
These statements align with the viewpoint of the class IVB teacher, who emphasizes
the principal's continuous efforts to improve supporting facilities and infrastructure and
provide motivation and guidance to teachers for ongoing development and innovation in
teaching, learning, and self-development activities.
Based on the explanations provided by the principal and the findings from document
studies, it can be concluded that the principal demonstrates a good understanding and support
for the character education program. Furthermore, the principal has established evaluation
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regulations for program implementation, conducting performance assessments for all
educators and education staff at the end of each semester.
Program Design
The evaluation of character education program design at Madrasah Ibtidaiyah Negeri
in Selong includes the implementation of rules and regulations for students and educators, as
well as habituation activities to foster a supportive school culture. According to the 5th-grade
teacher, morning activities are held from 7:00 to 7:30, involving all students in literacy
activities, self-development, practicing speeches, reading poetry, and singing national
struggle songs. The head of the madrasa explains that habituation activities encompass
praying together, exchanging greetings, performing congregational prayers, and maintaining
cleanliness as regulated by class commissioners in the school rules.
To further support the character education program, the school displays affirmation
posters containing positive messages in strategic places, aiming to provide spiritual and social
messages to students and the school community. This initiative also promotes the literacy
movement, aiming to develop students' interest in reading. Field observations indicate that
routine activities at the school involve daily habituation activities such as marching,
communal prayers, shared breakfast, and faith-related activities.
Educator/education staff
In accordance with the provisions of government regulations and based on the results
of a document study conducted on the data of educators at Madrasah Ibtidaiyah Negeri in
Selong, it can be concluded that as many as 30 educators already have undergraduate
academic qualifications and already have educator certificates.
According to the results of interviews with school principals regarding the role and
function of teachers in the implementation and integration of character education by teachers,
they are as follows: "The understanding of teachers and parents about character education is
quite varied, but we always provide understanding so that we here have a common
understanding. But in terms of giving examples in behavior and integrating character
education in teaching and learning activities and all the teacher councils here have
implemented it." In terms of understanding the vision, mission, and goals of character
education by educators, the principal stated that: "Because the vision, mission and goals of
character education are still integrated in the vision, mission and goals of the madrasa, the
teacher should understand it and make it a target in the overall learning process”
Parental support
According to the interviews with school principals, there is a strong emphasis on
coordinating with parents and guardians to ensure their active participation in supervising
children's activities and interactions outside of school. Meetings with the madrasa committee
and parents are held to discuss this coordination and cooperation. The class VI teacher notes
that parental contribution, as seen through the filling of the school liaison book and
attendance at meetings, is quite good. However, in terms of expressing opinions and
suggestions to support the improvement of character education programs, only a few parents
actively participate.
Overall, the participation and support capacity of parents can be categorized as quite
good. They actively monitor their children's development through contact books and report
cards. However, when it comes to providing suggestions and opinions to enhance the
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implementation of character education programs, parental participation remains relatively
low.
Curriculum Development
Based on the interviews, Madrasah Ibtidaiyah Negeri in Selong follows the 2013
curriculum. The school has implemented the curriculum fully and integrates it with the unitlevel curriculum developed at the school. This ensures that the planned programs are in
synergy with the compiled curriculum, which includes a vision, mission, goals, curriculum
structure and content, educational calendar, graduate competency standards, and syllabus.
Character education is integrated into the learning process, with early activities exploring
student experiences and providing motivation at the end of the learning activities.
Teachers emphasize the integration of character education values in the learning
design through scientific methods, assignments to foster student independence and
responsibility. The school curriculum documents contain the school's vision, mission, goals,
subject identity, core competencies, basic competencies, subject matter, learning activities,
assessments, time allocation, and learning resources. However, the focus in elaborating the
learning steps is still more on knowledge and skills (core competencies 3 and 4) rather than
spiritual and social attitudes (core competencies 1 and 2), which are incorporated as a hidden
curriculum through habituation. The development of a learning culture that fosters 21stcentury skills, particularly the 4Cs (critical thinking, collaboration, creativity, and
communication), has not been maximized.
Table 2. Input Evaluation

Numb
1
2
3
4
5

Input
Principal/School Headmaster
Character education program design
Educator/education staff
Parental support
Curriculum, Facilities and infrastructure

Result
Good standard qualification
Good enough
Best
Better
not enough

Facilities and infrastructure
Based on observations and document studies, the facilities and infrastructure at
Madrasah Ibtidaiyah Negeri in Selong are inadequate according to the minimum criteria.
There are issues with the maintenance and inventory of educational equipment, insufficient
learning support books, a combined library room with a warehouse and health room, and the
absence of a dedicated place for worship. The management of the school canteen is also
lacking, with limited space and improper waste disposal. In terms of input evaluation, the
principal meets the academic qualifications required, has extensive teaching experience, and
demonstrates understanding and support for character education programs.
The program design includes rules for students, educators, and staff, and habituation
activities are carried out through daily self-development activities. The educators and staff
possess adequate academic qualifications. The involvement of parents in monitoring
children's development is high, although their contribution to supporting character education
programs is still low. The development of the Education Unit Level Curriculum is integrated
with character education programs, but the learning activities primarily focus on knowledge
and have not fully fostered 21st-century learning skills.
c. Process Evaluation
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The process evaluation of the implementation of the character education program at
Madrasah Ibtidaiyah Negeri in Selong includes character education based on school culture,
class-based character education, character education based on extracurricular activities, and
evaluation of character education programs.
School culture-based character education
Based on interviews, observations, and document studies, the implementation of
school culture-based character education involves structured learning, the enforcement of
school rules and regulations, and habituation activities through self-development. The head of
the madrasah emphasizes that character education activities in the school focus on practicing
religious values and supporting the pillars of nationality. These activities include greetings,
visiting the sick, helping those affected by disasters, and celebrating national and religious
holidays.
The development of school culture is carried out by educators through the habituation
of superior traditions. This is achieved through routine, programmed, and spontaneous
activities such as cleaning the classroom, praying together, and developing moral character.
The cultivation of honesty, responsibility, and good character is also emphasized through
activities like the collection of zakat fitrah.
The observations and document studies confirm the development of superior
traditions in schools, which is reflected in student discipline and various other habituation
activities.
Class-based character education
According to the results of the interview with the fifth-grade teacher, it was stated: "In
addition to routine activities, character education is also integrated in the learning process,
especially the initial activities by exploring students' learning experiences and at the end of
learning activities by providing motivation"
In addition to developing the main traditions through habituation activities, schools
also develop a learning culture that fosters the 4Cs (critical thinking, collaborative, creativity,
and communicative) in students, as explained by one class teacher: “In developing an
effective learning culture, I apply through small groups to practice the habit of working
together and through assignments independently to train creativity which is then reported to
his friends in front of the class as an effort to train his communication skills”
From the explanation above and based on the results of observations on learning
activities in the classroom, it can be concluded that educators in implementing learning
strategies have integrated the inculcation of the main values of character education, but in the
implementation of classroom management there are still shortcomings such as; the
arrangement of classrooms is not varied, the display of class pictures is still minimal, the use
of media and the use of learning resources is still less effective.
Character education based on extracurricular activities
Based on an interview with the principal, he stated: "Extracurricular implementation
to develop the potential, talents and interests of students, also aims to support the formation
of students' character. Compulsory extracurricular activities at our school are scouting
activities, while others are extracurricular activities that can be chosen by students according
to the talents, interests, and potential of each student. The extracurricular option is health with
the little doctor program”
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Based on the results of the interviews and the results of observations on the
implementation of extracurricular activities, there are two types of extracurricular activities
programmed, namely scouts as mandatory extracurricular activities and school health
business activities as optional extracurricular activities. In its implementation, the two
extracurricular activities are scheduled every Friday for Scouts and Saturdays for school
health efforts.
Table 3. Process Evaluation

Numb
1
2
3
4

Process
School culture-based character education
Class-based character education
Character education based on extracurricular
activities
Evaluation of the Character Education program

Result
Good enough
not enough
Good enough
not enough

Evaluation of the Character Education program
According to the interviews with school principals, the evaluation of character
education programs at Madrasah Ibtidaiyah Negeri in Selong has been limited. There is no
formal evaluation using instruments to measure program success, and evaluations have only
been conducted through teacher council meetings. Furthermore, the implementation of school
culture-based character education follows structured learning activities and self-development
activities, but there are shortcomings in clear learning strategies and plans for routine,
programmed, and spontaneous activities.
In terms of class-based character education, educators implement various learning
strategies but face challenges in classroom management, such as the lack of varied classroom
arrangements, minimal display of class pictures, and ineffective use of media and learning
resources. Character education based on extracurricular activities, such as scouting and
School Health Efforts, has been less active. Program evaluation is conducted only through
year-end meetings and lacks the use of evaluation instruments.
d. Product Evaluation
According to the interviews with school principals, various activities are conducted to
develop the spiritual dimension of students, including congregational prayers, Islamic holiday
commemorations, and collecting zakat fitrah. To foster a sense of nationalism, activities such
as flag ceremonies, Independence Day celebrations, and commemoration of significant events
are organized.
The school also focuses on developing student independence through savings
programs and independent project assignments, as well as promoting cooperation through
task division in cleaning and other responsibilities. The physical education, sports, and health
teacher further emphasizes the diverse activities held at the school, such as competitions,
training sessions, and daily speech practice, all aimed at cultivating noble character traits.
These activities reflect the internalization of character education values through daily and
weekly routines, programmed activities, and spontaneous initiatives conducted on a regular
basis.
Academic achievement and non-academic achievement of students.
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Students' academic achievements in the last 3 years show that the school's final exam
scores as a graduation requirement are in a good category, this can be identified from the
grade increase data at Madrasah Ibtidaiyah Negeri in Selong which shows an average of
100%.
Table 4. Product Evaluation

Numb Product
1
Internalization of the main values of character
education
2
Character education Implementation of selfdevelopment activities through various activities
3
Improved academic and non-academic achievements

Result
Succesfull
Not optimal
increase

At the product evaluation stage which includes the internalization of the main values
of character education and the achievement of students' academic and non-academic
achievements. In the aspect of internalizing the main values of character education, several
teachers have integrated the main values of character education into the teaching and learning
process using various learning strategies and developing a learning culture that can foster 4C
(critical thinking, collaborative, creativity, and communicative) in themselves. student. Other
activities are also carried out to internalize the main values of character education through
various activities, in the form of routine activities, programmed activities, and spontaneous
activities. However, the implementation of these activities is still not optimal, especially the
integration of character education through daily and weekly routine activities.
The activities carried out seem to be still only routine activities. On the component of
increasing academic and non-academic achievements. Academic achievement based on the
average school final exam results in the last 3 years continues to increase, and the nonacademic achievements of students in the last two years are quite good.
Conclusion
The evaluation of the context, input, process, and product aspects of Madrasah
Ibtidaiyah Negeri in Selong reveals the following findings. In terms of context evaluation,
program planning considers learning resources, infrastructure, human resources, and cultural
potential, but there are shortcomings in prioritizing main values and socializing them
effectively. Input evaluation shows that the principal's qualifications and program design are
quite good, but the infrastructure capacity is lacking. The carrying capacity of educators and
education staff is commendable. The process evaluation indicates that the implementation of
character education activities is generally satisfactory but lacks a comprehensive strategy and
documentation. Product evaluation shows positive results in the internalization of character
education values and academic achievements, but there is room for improvement in
optimizing self-development activities and increasing non-academic achievements.

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