Evaluation of Input and Process Components of Inclusive Education in Primary Schools in Lautem District, Timor-Leste: A CIPP Model Approach

Reinaldo Juvinal Da Costa; Risky Setiawan; Widihastuti Widihastuti; Agus Martins

doi:10.61132/semantik.v4i3.2872

Authors

Reinaldo Juvinal Da Costa universitas Negeri Yogyakarta
Risky Setiawan Universitas Negeri Yogyakarta
Widihastuti Widihastuti Universitas Negeri Yogyakarta
Agus Martins Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.61132/semantik.v4i3.2872

Keywords:

CIPP Model, Educational Resilience, Inclusive Education, Program Evaluation, Timor-Leste

Abstract

Inclusive education is a fundamental right for all learners, yet its implementation in resource-constrained post-conflict developing countries remains underexplored empirically. This study aims to evaluate the implementation of inclusive education programs in primary schools (Ensino Básico) in Lautem District, Timor-Leste, focusing on the Input and Process components of the CIPP (Context, Input, Process, Product) evaluation model. A quantitative cross-sectional survey with a descriptive-analytical approach was employed. Thirty respondents, consisting of school principals, regular classroom teachers, and special assistant teachers, were selected through total sampling at Ensino Básico Central Centro Lospalos. Data were collected using a validated four-point Likert-scale questionnaire and analyzed using descriptive statistics. The findings show that the Process component achieved a higher mean score (M = 34.40; SD = 5.021) than the Input component (M = 27.53; SD = 3.665), contributing 55.5% and 44.5%, respectively. The findings indicate that classroom-level inclusive practices are supported by teacher initiative and resilience despite limitations in specialized facilities, budget allocation, and continuous professional development. These results highlight the need to strengthen participatory planning, teacher training, and disability-inclusive facilities.

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