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The purpose of evaluating this learning improvement policy is to determine the implementation of School -Based Management Policy (MBS) both in terms of input, process, output and learning products. In addition to knowing the condition of the school before and after implementing SBM and obstacles faced by field implementation when applying SBM. The evaluation approach used using the CIPP model. The sample was taken purpossively, consisting of 360 respondents from elementary school and 432 junior high school respondents in four districts, namely Malang, Blitar, Pare-Pare, and Barru. Data collection techniques with questionnaires, observation, documentation, interviews, and FGD. Quantitative data analysis with descriptive statistics, while qualitative data analysis with discourse and content analysis. The evaluation results show that there is an increase in all school components and improvement of school conditions both in terms of input, process, output and product. While the constraints of MBS are the presence of counter -productive policies such as BOS and the prohibition on the appointment of honorary education staff at school. The recommendation of this evaluation results is the need for MBS policy to be continued, and a review of policies that are not in harmony with the MBS policy.