Curriculum Program Evaluation Using the CIPP Model in South Tangerang Tourism Vocational Schools

Abstract

Vocational education is expected to prepare graduates who are not only technically competent but also able to demonstrate professional work attitudes aligned with industry standards. In the beauty sector, curriculum implementation must respond to rapidly changing trends, service standards, hygiene procedures, and the needs of business and industry partners. This study aims to evaluate the Beauty Curriculum Program in tourism vocational schools in South Tangerang using the CIPP model, which covers context, input, process, and product components. A mixed-methods approach was employed by combining interviews, school observations, and Likert-scale questionnaires. The participants included principals, vice principals for curriculum, productive teachers, industry partners, students, and alumni. Qualitative data were analyzed thematically, while quantitative data were processed using achievement percentages. The findings show that the program has a clear direction and is aligned with the Merdeka Curriculum, deep learning practices, and industry collaboration. Principals reported high achievement in industry involvement, PKL monitoring, and student work culture formation, each reaching 100%. Students also rated learning practices positively, particularly case-based reasoning (87.29%), process feedback (85.88%), readiness for competency testing/certification (84.94%), and work culture formation (89.65%). However, the main gaps lie in the stability of practical learning support, especially tools and consumable materials (58.82%), and in the use of evaluation data for systematic program improvement. The study concludes that the program has strong vocational orientation, but requires more stable resources and a stronger data-based evaluation cycle to improve curriculum implementation consistently.