School-Based Bullying Prevention in Indonesia: A CIPP Evaluation of the Roots Program
Abstract
Bullying remains a persistent challenge in schools, undermining students’ well-being and the development of safe and inclusive learning environments. This study evaluated the implementation of the Roots Indonesia Program at SMPN 4 Alalak, Barito Kuala Regency, using the Context, Input, Process, and Product (CIPP) evaluation model. A qualitative program evaluation design was employed, involving 13 purposively selected informants comprising one principal, two teachers, two program facilitators, four student change agents, and four student participants. Data were collected through semi-structured interviews, observations, and document analysis and analyzed thematically based on the CIPP framework. Trustworthiness was ensured through triangulation, member checking, and an audit trail. The findings indicate that the program addressed the school’s need for bullying prevention and supported the development of a safe, inclusive, and child-friendly school environment. Implementation was supported by trained facilitators, student change agents, adequate resources, and active stakeholder involvement. Activities followed program guidelines through structured modules, peer-led activities, anti-bullying campaigns, Roots Day events, and regular monitoring. Positive outcomes included a 4.97% increase in the diversity climate indicator, a 3.84% increase in the school safety climate indicator, improved leadership, communication, empathy, and prosocial behavior among student change agents, and a reduction in bullying cases from 20 in 2023 to 10 in 2024 and one in 2025. Overall, the program was implemented effectively and contributed to bullying prevention and a more positive school climate. Sustained stakeholder support, systematic monitoring, and regeneration of student change agents are essential for long-term impact.
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References
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