Client & Partner: ACER,
Djarum Foundation implemented several education development programs in Kudus to leverage local education quality. Two programs were implemented are Inquiry-based learning program (IBL) for early childhood education centres (Pendidikan Anak Usia Dini or PAUD) and Social-emotional skill (SES) program for primary and junior high school level (Sekolah Dasar/SD and Sekolah Menengah Pertama/SMP). IBL program for early childhood education centres (PAUD) – ended in May 2022. The program trained 143 PAUD teachers from 10 PAUDs to implement inquiry-based learning in their teaching practice. The training topics include life-based learning, concept and theory of learning, inquiry play-based learning, and student assessment. Social-emotional skill (SES) program for primary and junior high school level (SD and SMP) – March 2021 to March 2022. This is a professional development and training program for teachers and heads of schools to acquire understanding and skills to cultivate a culture of integrating social-emotional skills in the teaching practice and others school’s programs.
The overall objective of the evaluation study is to measure the condition after the programs are being implemented. Whilst the specific objectives of this assignment are (i) measuring each outcome and output of each program (IBL and SES Program), (ii) measuring how the schools’ culture is changing compared to the period when the programs have not been started, and (iii) identifying how the program affecting the participating schools and the difference compare to non-participating schools.
The evaluation study for IBL program was carried out in 15 participating schools and 5 non-participating schools or PAUDs, collecting data from 109 teachers on objective assessment, 15 principal interviews, 28 teacher interviews, and 22 school observations. There were 11 student group assessments and 5 parent FGDs.
The evaluation study for SES program was carried out in 40 participating schools and 17 non-participating schools, collecting data from 31 principal surveys, 310 teachers on objective assessment, 26 principal interviews, 56 teacher interviews, and 31 classroom observations. There were 2 FGDs with students and 2 FGDs with parents.