SUMMARY
The purpose of the study was to evaluate the implementation of the gender-responsive school program in Yogyakarta. This research was a descriptive evaluation using the CIPP (Context, Input, Process, Product) models. Data collection techniques used: (1) interviews with principals, teachers, heads of gender-responsive school programs, and students; (2) study of documentation of various educational activities related to the program. Data analysis techniques included (1) data collection, (2) data reduction, (3) data display, and (4) verification/conclusion of data. The research results can be seen in four aspects: (1) the context in implementing gender-responsive school programs refers to various references, including Presidential Instruction No. RI. 9 of 2000, Regulation of the Minister of National Education of the Republic of Indonesia No. 8 of 2008. (2) The inputs for implementing the gender-responsive school program have met the requirements, both in terms of human resources (teachers and education staff) and facilities and infrastructure. Most of the teachers already have adequate knowledge about the program's implementation. An integrated team in school management has planned the facilities and infrastructure. (3) implementing gender-responsive schools is carried out well by developing school culture and organizing various activities inside and outside of learning. (4) the product of the gender-responsive school program is the formation of conducive school culture, facilities, and infrastructure that ensure the privacy of both male and female students.