Functional Innovation, CIPP Evaluation, and Principal-Agent Dynamics: Descriptive Evidence from Project-Based Learning Implementation in Indonesian Elementary Schools

This study evaluates the functional innovation of Project-Based Learning (PjBL) modules at SDN 002 Barong Tongkok, contextualized within the mandates of Permendikbud Number 5 of 2022. By integrating the CIPP (Context, Input, Process, Product) Evaluation Model, Principal-Agent Theory, Value for Money, and Theory of Change, this research comprehensively analyzes the translation of national educational policy into local pedagogical practice. Employing a descriptive qualitative approach, data were gathered through in-depth interviews, observation, and documentation involving the principal, teachers, curriculum coordinator, educational staff, and students. Findings indicate that PjBL modules function as vital institutional adaptations, successfully addressing contextual needs while maximizing available input resources. However, Principal-Agent dynamics reveal structural information asymmetry and varying teacher competencies that hinder optimal implementation. While the product impact demonstrates significantly enhanced student creativity, critical thinking, and collaboration, resource constraints continue to challenge the Value for Money principle in education financing. The study concludes that continuous structural support, targeted pedagogical training, and systemic evaluation rubrics are imperative to sustain this functional innovation and achieve holistic 21st-century educational goals in elementary schools.