JURNAL PENDIDIKAN DAN PENGAJARAN Volume 54 Nomor 3 2021, 434-445 E-ISSN: 2549-2608; P-ISSN: 2301-7821 DOI: http://dx.doi.org/10.23887/jpp.v54i3.35482 434 Evaluation of the Online Mode-Based the Candidate of Headmaster Training Program by Using the Kirkpatrick Evaluation Model Marinu Waruwu 1* Satya Wacana Christian University, Salatiga, Indonesia *Corresponding author: marinu.waruwu@uksw.edu Abstract Educational institutions must have creative innovation so that education management continues to run optimally. One of the innovations is the online model-based training of school principal candidates. The objective of this study is to analyze the Effectiveness of the Online Mode-Based Principal Training Program Using the Kirkpatrick Evaluation Model. The training evaluation using the Kirkpatrick model used 4 (four) levels, they were 1) reaction; 2) learning; 3) behavior; 4) results. The research method used was a combination (mixed method). The sample of this research was the training participants of prospective principals, totaling 12 people. Data collection techniques included questionnaires, interviews, observations, and documentation studies. The data analysis technique was carried out by quantitative descriptive and equipped with qualitative analysis based on the results of interviews, observations, and documentation studies. The results show that the success rate of training for prospective principals at all levels is in a good category. The success rate at each level is as follows: 1) evaluation of the participant's reaction level is in the good category level; 2) evaluation of learning level is in good category level; 3) evaluation of behavior level is in good category level; 4) evaluation results are in the good category level, in other words, training has an impact on school development. The results of this study are used as material for evaluating the effectiveness of training for prospective principals and as input for the development of community service programs in the future. Keywords: Evaluation, Training, Reaction, Learning, Behavior, Outcome History: Received : June 15, 2021 Revised : June 20, 2021 Accepted : September 23, 2021 Published : October 25, 2021 Publisher: Undiksha Press Licensed: This work is licensed under a Creative Commons Attribution 3.0 License 1. INTRODUCTION The COVID-19 pandemic had a significant impact on various aspects of life. The impact of Covid 19 affects the economy, health, poverty, and education fields (Choi et al., 2021; Muthuprasad et al., 2021b; Srifuengfung et al., 2021). One of the most significant impacts is on the education sector (Muhyiddin, 2020; Shirish et al., 2021). In the education field, both primary and secondary education as well as higher education, information technology is utilized optimally so that learning continues amid in large-scale social restrictions (Chen & Li, 2011; Sert & Boynueğri, 2017; Yavuz et al., 2021). This is the best alternative so that teaching and learning continue and services to students continue to be maximized (Mutohhari et al., 2021; Tuma, 2021). The pandemic situation encourages educational institution managers to switch to distance learning through various online applications such as learning management systems, zoom meetings, google meet, Jitsy, and Whatsapp (Albashtawi & Al Bataineh, 2020; Guswara, 2020; Mulyono et al., 2021). These various applications facilitate the continuity of the learning process. This online model application is maximized creatively in the management of the world of education (Ramkissoon et al., 2020; Sujarwo et al., 2020). Learning continues even at a distance, this is facilitated by information technology (Supriyanto et al., 2020; Van Nuland et al., 2020). Online teaching requires teachers to solve problems and apply new approaches to learning and teaching (König et al., 2020). The Master of Education Administration Study Program, Faculty of Teacher Training and Education, Satya Wacana Christian University has collaborated with the Christian