Evaluation of the Implementation of Green Skills in Automotive Vocational Education: The CIPP Approach

Environmental degradation caused by industrial activities, including the automotive sector, highlights the urgent need for vocational education to equip future workers with green skills. This study aims to evaluate the implementation of green skills in automotive vocational education using the CIPP (Context, Input, Process, Product) evaluation model. A quantitative evaluation research design was employed involving 362 participants, including school principals, Adiwiyata coordinators, teachers, students, and industry partners from eight vocational schools in Yogyakarta and Central Java, Indonesia, all designated as Adiwiyata schools. Data were collected through a Likert-scale questionnaire developed based on a validated instrument blueprint, with content and construct validity and reliability confirmed through Aiken’s V, factor loading, Cronbach’s alpha, and AVE analysis. Descriptive statistics were used to analyze the data. The results indicate that context and input aspects were moderately adequate, suggesting initial readiness and policy support, though not yet aligned with the specific needs of the automotive sector. However, the process and product components revealed significant weaknesses in instructional implementation and student outcomes. These findings imply the need for curriculum redesign, enhanced teacher capacity, and strengthened school-industry collaboration. Theoretically, this research contributes to sustainability-oriented TVET evaluation frameworks and informs future development of green vocational education models.