Evaluating the School’s Healthy Character Program in Strengthening Students’ Environmental Awareness at SMPN 1 Kerinci

Abstract

This study evaluates the Healthy Character School Program at SMPN 1 Kerinci using the CIPP (Context, Input, Process, Product) evaluation model to examine its effectiveness in fostering students’ environmental awareness and healthy behaviours. Employing a qualitative descriptive approach with data collected through interviews, observations, and document analysis, the research involved principals, teachers, coordinators, and students as key informants. The findings reveal that contextually, the program is strongly aligned with the school’s vision, mission, and policy directives, demonstrating high relevance and stakeholder support. Input evaluation shows inclusive planning and resource mobilisation through collaboration among school leaders, teachers, students, and committees, though challenges remain in scheduling and infrastructure, particularly in the School Health Unit (UKS). Process evaluation highlights the consistent integration of health education, services, and environmental activities across curricula and extracurricular programs, reinforced by partnerships with health centres and student organisations, despite limitations in participation, facilities, and waste management practices. Product evaluation indicates that the program has successfully embedded clean and healthy living behaviours (PHBS) and environmental care into students’ daily routines, contributing to improved academic and extracurricular achievements. The study concludes that the program has effectively cultivated sustainable health and character values. At the same time, it recommends strengthened financial planning, systematic monitoring, facility improvement, and broader stakeholder collaboration to ensure sustainability and replicability in other schools.