This study evaluated the Program of Disaster Risk Reduction (DRR) at SMP Negeri 1 Selo. This type of research was evaluative research with CIPP model which conducted based on Context, Input, Process and Product in the implementation of DRR Program. Data collection techniques were done using interviews, observation, and document study. Data analysis in this study included data collection, data reduction, data display and verification. This study used triangulation to validate the datas. The results showed: (1) in the Context of evaluation, the DRR Education Program at SMP Negeri 1 Selo is categorized as good, because it is in accordance with the needs of the school. The school is not only getting support from outside parties, but also having clear goals, backgrounds, and requirements for organizing. (2) In evaluating Input, this program answers the needs of school. The number of human resources involved and competent is sufficient. Facilities and infrastructure as well as funds are also adequate. The mechanism that the school has is clear and detailed. Program input is considered good. (3) In the Process, most activities (3-5 activities) can be carried out well. Human resources are fulfilled and functioning. Funding is available but inefficient and there is a lack of infrastructure. In general, the implementation has followed the mechanism. The DRR process at SMP Negeri 1 Selo is considered reasonable, (4) In the Product, most of the activities in DRR Program were achieved, the knowledge and the skills of school members were significantly improved but the attitude/concern of school members to disasters had not increased significantly and it had a considerable impact. Thus, the products were considered fair. Based on the results of the research, sustainability policy can be taken. The program should be continued with improvements of mechanism especially in the form of scheduling and plan of program sustainability and improvement of infrastructure facilities.

The admission of new students (PPDB) is a school agenda that is held every year. The purpose of the study is to evaluate the zoning-based PPDB Program in SMP Negeri 2 Pabelan, Semarang Regency. Program evaluation is done by assessing any discrepancies/gaps between the program standards from the central government and the actual conditions of the PPDB program that occurred in SMP Negeri 2 Pabelan. This type of research is a program evaluation research using Discrepancy Model developed by Malcolm Provus. The Discrepancy Model consists of 5 stages: the design stage, the installation stage, the process stage, the product stage, and the cost-benefit analysis stage. However, this research only used 4 stages, namely the design stage, the installation stage, the process stage, and the product stage. Data collection used in this study were, interview, observation, and documentation. The results showed that the design of the category program was sufficient (conformity score 73.3%), the installation of the good category program (100% suitability score), the process of the good category program (suitability score 92.86%), and the program product category was good (the suitability score 87.5%).

The purpose of the research is designing a Standard Operating Procedure (SOP) in a language centre of a Buddhist college. The SOP was designed as part of the restructuring process of the language centre, aimed at regaining the language centre’s function as a language centre, not language teaching centre as it had been happening. By employing three phases of Branch’s ADDIE (2009), Analyze, Design, and Develop, the study produced an SOP of the language centre’s program that was aimed at guiding the management team to design and implement the programs in language centre based on the three areas of language centre’s activity. The data was gathered through interview, document study, and observation. It then was analyzed through data condensation, data display, and drawing and verification conclusions (Miles, Huberman, & Saldaña, 2014). The SOP focused on three kinds of programs to accommodate the diverse and complex activities the LC should have tackled as a language centre.