ANALYSIS OF INDIVIDUAL STUDENT CAREER PLANNING SERVICE PROGRAM AT VOCATIONAL HIGH SCHOOL USING THE CIPP EVALUATION MODEL

Abstract

This study aims to evaluate the implementation of career guidance services in Vocational High Schools (SMK) using the CIPP (Context, Input, Process, Product) evaluation model. Career guidance services play a strategic role in helping students understand their potential, determine career direction, and prepare for the future, both for continuing their education and entering the workforce. This study used a descriptive qualitative approach with research locations at SMK PGRI Sooko, SMKS Al Hidayah, and SMK Gajah Mada Puri. Data were collected through interviews, questionnaires, observations, and documentation studies, then analyzed using the Miles & Huberman interactive model which includes data reduction, data presentation, and conclusion drawing. The preliminary results of the study indicate that in terms of context, career guidance services are relevant to the school's vision and mission and student needs. In terms of input, there are still limitations in the number of guidance counselors, supporting media, and budget. In terms of process, career services are implemented through individual consultations, group guidance, and seminars, but their implementation is not yet fully structured. Meanwhile, in terms of product, career guidance services have had a positive impact in the form of increased student understanding of career choices, tracer studies showing that most alumni have worked or continued their studies, and collaborations with the business and industrial worlds. The study's conclusions confirm that career guidance services at the three schools have been running quite well, but improvements in resource provision, more systematic program planning, and ongoing evaluation are still needed.