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Pambudi, A. R., Putri Utami, R., & ., H. (2023). Evaluation of Training Program for the Taskforce of Sexual Violence Prevention and Handling in Higher Education with Context, Input, Process, and Product (CIPP) Model. KnE Social Sciences, 8(11), 101–115. https://doi.org/10.18502/kss.v8i11.13541

https://doi.org/10.18502/kss.v8i11.13541

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authors

  • Abdul Rachman Pambudi

    Abdul Rachman Pambudi

    Policy Analyst at Pusat Penguatan Karakter, the Ministry of Education, Culture, Research and Technology
  • Rusprita Putri Utami

    Rusprita Putri Utami

    Policy Analyst at Pusat Penguatan Karakter, the Ministry of Education, Culture, Research and Technology
  • Hendarman .

    Hendarman .

    Policy Analyst at Pusat Penguatan Karakter, the Ministry of Education, Culture, Research and Technology

Published Date

  • Jun 21, 2023

Evaluation of Training Program for the Taskforce of Sexual Violence Prevention and Handling in Higher Education with Context, Input, Process, and Product (CIPP) Model

KnE Social Sciences / The 4th International Conference on Governance, Public Administration, and Social Science (ICoGPASS) / Pages 101–115

Abstract

Based on several studies, sexual violence in higher education institutions remains a critical issue. To overcome this, the government enacts Regulation Number 30 of the Minister of Education, Culture, Research, and Technology for the year 2021 on Sexual Violence Prevention and Handling in Higher Education. This regulation obliges universities in Indonesia to form a Task Force, the so-called Satuan Tugas PPKS or PPKS Task Force. This regulation stipulates that each member of the task force attend training organized by the Ministry of Education, Culture, Research, and Technology (MoECRT). This study aims to evaluate the PPKS Task Force training program organized by MoECRT. The evaluation of the PPKS task force training was carried out using the CIPP (context, input, process, and product) learning program evaluation. This study uses a quantitative approach and data were collected through questionnaires involving training participants as the respondents. According to the data response in all components of the training (i.e., context, input, process, and product), lecturers were more optimistic that the knowledge and skills gained through this training can be used as initial knowledge on the prevention and handling of sexual violence than students and the education staff. Based on the research findings, the following suggestions were developed for the implementation of the task force training program in the future: (1) the advanced training curriculum in the future needs to pay attention to differences in ability or understanding between lecturers, students, and education staff, and (2) there is a need for further in-depth research to map the training needs for more advanced knowledge about the prevention and handling of sexual violence for each element of the task force (lecturers, students, and education staff).


Keywords: policy evaluation, sexual violence, higher education policy, CIPP, task force, training program

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