Evaluation of Accounting Expertise Program Student Satisfaction Towards The Implementation of The Internship Program

Domingos da Silva Correia; Edy Supriyadi; Abi Amar Zubair

doi:10.61132/yudistira.v4i4.3062

Authors

Domingos da Silva Correia Education Research and Evaluation, Yogyakarta State University
Edy Supriyadi Education Research and Evaluation, Yogyakarta State University
Abi Amar Zubair Social Studies Education, Yogyakarta State University

DOI:

https://doi.org/10.61132/yudistira.v4i4.3062

Keywords:

Accounting, CIPP evaluation, Internship program, Student satisfaction, Vocational education

Abstract

Internship programs in vocational education need to be evaluated from students' experiences because implementation quality depends not only on learning outcomes but also on students' feelings and experiences, resource readiness, and the consistency of the mentoring process. This study aims to assess students' satisfaction with the internship experience in the Accounting Expertise Program at Liquiçá Vocational High School, Timor-Leste, using a context, input, process, and product (CIPP) framework. This evaluative study involved 35 accounting students who had participated in the internship program. Data were collected in April–June 2026 using a 27-item questionnaire with four Likert scale categories. The analysis used averages, standard deviations, percentage achievements, and interpretive categories. The results showed that overall satisfaction was in the sufficient category (M = 2.747; SD = 0.420; 68,66%). The context component obtained 70.36% (good), input 62.31% (adequate), process 69.34% (good), and product 75.18% (good). Work climate was the strongest indicator (83.57%), while mentor teachers' readiness (57.86%) and business or industry partners' readiness (59.56%) were the weakest. Findings showed that students have already felt the benefits of internships, but initial support for the program has not been evenly distributed. The findings highlight the need to prioritize mentor training, role-sharing between schools and partners, written guidelines, task mapping aligned with accounting competencies, and scheduled monitoring and feedback.

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