One of the educational programs implemented in Indonesia is the independent learning program, or it is called as Merdeka Belajar program. The objective is to provide flexible opportunities for students to study according to their interests and abilities. Although the program has been implemented, there is no effective evaluation model to assess its process and result. This research aims to examine the structural effects of different evaluation types in measuring the effectiveness of the Merdeka Belajar program. A mixed-method approach was used with a sequential explanatory research design. The sample was taken from 167 students in higher education through cluster random sampling. Questionnaires, interviews, and documentation were used as data collection techniques. Descriptive statistics, Structural Equation Modeling, and qualitative data analysis were used to process the data. The results show that there are structural effects of the evaluation types on students’ competence. Context and input evaluations influence process evaluations, while process evaluations impact output evaluations and student achievement, with non-academic achievements serving as the more dominant indicator. The research findings contribute to the development of Stufflebeam’s CIPP evaluation model and, in practice, can be utilized to enhance the quality of Merdeka Belajar program management. © The Author(s) 2025.
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