Evaluation of Tafsir Tarbawi Learning Based on the CIPP Model: Study on Islamic Education Students of the Faculty of Tarbiyah, Islamic Religious Universities
Keywords:
Tafsir Tarbawi Education; CIPP Evaluation Model; Islamic Pedagogy
Abstract
Purpose of the study: This study aims to evaluate the learning process of the Tafsir Tarbawi course in the Faculty of Tarbiyah at Islamic Religious Higher Education Institutions (PTKI) using the CIPP (Context, Input, Process, Product) evaluation model.
Methodology: This research employed a qualitative-evaluative approach using the CIPP model. Data were collected through structured interviews, classroom observations, questionnaires, and documentation review. The data were analyzed using thematic analysis for qualitative data and descriptive statistics for quantitative data. The study involved students, lecturers, and curriculum managers at PTKI.
Main Findings: The course content was relevant, but there were disparities in student readiness. The input dimension showed adequate curriculum yet lacked digital integration. Lectures dominated teaching methods, limiting student engagement. Application of tafsir in educational practice remained weak. Students expressed a strong preference for digital media and project-based learning.
Novelty/Originality of this study: This study applies a comprehensive managerial evaluation model (CIPP) to a normatively theological subject in Islamic higher education, which is rarely done. It offers a new perspective on aligning traditional tafsir learning with modern pedagogical practices and digital technology, enhancing its relevance and applicability in Islamic education.
References
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[3] C. Surahman, “Tafsīr Tarbawī in Indonesia: Efforts To Formulate Qur’an-Based Islamic Education Concept,” J. Pendidik. Islam, vol. 5, no. 2, pp. 211–226, 2019, doi: 10.15575/jpi.v5i2.5915.
[4] Z. Mufid and I. Mirza, “Pengaruh Tafsir Tarbawi Dalam Lingkungan Pondok Pesantren dan Nilai-Nilai Pendidikan Salafiyyah,” Kasyafa J. Pendidik. Agama Islam, vol. 2, no. 1, pp. 52–61, 2025, doi: http://dx.doi.org/10.61166/kasyafa.v2i1.64.
[5] A. Sahin, Love of Learning as a Humanizing Pedagogic Vocation Perspectives from Traditions of Higher Education in Islam. doi: 10.1007/978-3-030-82371-9.
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[8] F. R. Amir, “The Educational Method in the Perspective of Al-Quran A Tafsir Tarbawi Study,” TARLIM J. Pendidik. Agama Islam, vol. 6, no. 1, pp. 33–47, 2023, doi: https://doi.org/10.32528/tarlim.v6i1.299.
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[10] B. Ulum and N. Hasan, “Integrasi Metode Hermeneutik dalam Tafsir Tarbawi: Tantangan dan Implikasi dalam Pendekatan Pedagogis al-Qur’an,” EL-BANAT J. Pemikir. dan Pendidik. Islam, vol. 14, no. 66, pp. 116–131, 2024, doi: https://doi.org/10.54180/elbanat.2024.14.1.116-131.
[11] I. Tsani, A. Arsyadana, S. Sufirmansyah, and E. Shafira, “Evaluasi Model CIPP Pada Pembelajaran Pai Dan Budi Pekerti di SMA Negeri 7 Kota Kediri,” Al-Tadzkiyyah J. Pendidik. Islam, vol. 12, no. 1, pp. 17–45, 2021, doi: https://doi.org/10.24042/atjpi.v12i1.8165.
[12] M. J. Morgan, Elements of biblical exegesis: A basic guide for students and ministers. Baker Academic, 2010.
[13] A. T. S. Najah, “Evaluasi Program Kelas Tahfizh Al-Qur’an Dengan Model Cipp (Context, Input, Process Dan Product) Di Pondok Pesantren Tahfidz Muhammadiyah Al Fattah Malang,” J. Eval. Pendidik., vol. 15, no. 2, pp. 7823–7830, 2024, doi: https://doi.org/10.21009/jep.v15i2.49288.
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[15] M. Musolin, F. Fauzi, and H. Muflihin, “Evaluating Curriculum at Madrasah Aliyah : Applying the Context , Input , Process , Product (CIPP) Model,” Al-Ishlah J. Pendidik., vol. 15, no. 4, pp. 6737–6748, 2023, doi: 10.35445/alishlah.v15i4.2516.
[16] G. K. Shevatekar, “Using the CIPP Model of Evaluation on a Health Disparities Curriculum Delivered to Medical Residents in 12 Residency Programs,” Georg. South. Univ. Georg. South. Commons, 2023.
[17] “Evaluation Models,” New Dir. Eval., vol. 89, 2001, doi: http://dx.doi.org/10.1002/ev.3.
[18] J. W. Creswell and J. D. Creswell, Research Design Qualitative, Quantitative, and Mixed Methods Approaches. America, 2014. doi: 10.4324/9780429469237-3.
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[20] K. da S. Santos, M. C. Ribeiro, D. E. U. de Queiroga, I. A. P. da Silva, and S. M. Ferreira, “The use of multiple triangulations as a validation strategy in a qualitative study,” Cienc. e Saude Coletiva, vol. 25, no. 2, pp. 655–664, 2020, doi: https://doi.org/10.1590/1413-81232020252.12302018.
[21] L. D. Hammond and J. Bransford, “Preparing Teachers for a Changing World What Teachers Should Learn and Be Able to Do,” Preparing Teachers for a Changing World. Jossey Bass, pp. 358–389, 2005.
[22] L. S. Vygotsky, Mind in society: The development of higher psychological processes. 1985. doi: 10.3928/0048-5713-19850401-09.
[23] C. A. Tomlinson, How To Differentiate Instruction In Mixed-Ability Classrooms. 1987. doi: 10.1016/0300-483X(87)90046-1.
[24] J. Brophy, “Motivating students to learn.” Routledge, New York, 2004. doi: https://doi.org/10.4324/9781410610218.
[25] R. Boelens, M. Voet, and B. De Wever, “The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning,” Comput. Educ., vol. 120, pp. 197–212, 2018, doi: 10.1016/j.compedu.2018.02.009.
[26] D. Darmawan, B. Qomaruzzaman, A. Hanan, and A. I. Mauliddin, “The Impact Of Problem-Based Learning On Understanding And Application Of Tafsīr Among University Students,” Educ. Adm. Theory Pract., vol. 30, no. 5, pp. 8684–8690, 2024, doi: 10.53555/kuey.v30i5.4444.
[27] E. Suryawati and K. Osman, “Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance,” Eurasia J. Math. Sci. Technol. Educ., vol. 14, no. 1, pp. 61–76, 2018, doi: 10.12973/ejmste/79329.
[28] R. A. Shahjahan, A. L. Estera, K. L. Surla, and K. T. Edwards, “‘Decolonizing’ Curriculum and Pedagogy: A Comparative Review Across Disciplines and Global Higher Education Contexts,” Rev. Educ. Res., vol. 92, no. 1, pp. 73–113, 2022, doi: 10.3102/00346543211042423.
[29] M. S. B. Ali, R. Yasmeen, and Z. Munawar, “The Impact of Technology Integration on Student Engagement and Motivation,” Int. J. Integr. Educ., vol. 6, no. 3, pp. 1–20, 2023, doi: https://journals.researchparks.org/index.php/IJIE.
[30] S. Sulistyowati, “Development and Innovation of Qur’anic Learning Methodologies in Indonesia,” Al-Lubab, vol. 10, no. 2, 2024, doi: https://doi.org/10.19120/al-lubab.v10i2.5951.
[31] S. Mokodenseho, H. Mokoagow, P. R. Pobela, C. P. Kobandaha, and R. Sabir, “Analysis of the Effectiveness of the Use of Tafsir in Islamic Religious Education on the Achievement of Character Education of Junior High School Students in Central Java,” Eastasouth J. Learn. Educ., vol. 2, no. 1, pp. 1–11, 2024, doi: 10.58812/esle.v2i01.230.
[32] M. F. H. Sarker, R. Mahmud, M. S. Islam, and M. K. Islam, “Use of e-learning at higher educational institutions in Bangladesh: Opportunities and challenges,” J. Appl. Res., vol. 11, no. 2, 2019, doi: http://dx.doi.org/10.1108/JARHE-06-2018-0099.
[33] Z. M. Zaki, S. F. Ishak, and K. A. Mohammad, “User Interface Designs of an Educational Mobile Application: A Study of Qiraat Teaching and Learning,” Adv. Human‐Computer Interact., vol. 1, 2021, doi: https://doi.org/10.1155/2021/6648550.
[34] Y. P. Sari, J. Nugraha, and H. Basri, “Technology-Based Islamic Education : Building Inclusive , Adaptive , and Future-Ready Learning Foundations,” J. Inov. Pendidik. Agama Islam, vol. 4, no. 1, pp. 37–54, 2024, doi: http://dx.doi.org/10.15575/jipai.v4i1.40150.
[35] R. Ali and S. N. Isnaini, “Digitising Interpretation: Transforming Tafsir Al-Mishbah in the Context of the Living Quran,” J. Stud. Ilmu-ilmu al-Qur’an dan Hadis, vol. 25, no. 1, pp. 1–23, 2024, doi: 10.14421/qh.v25i1.5186.
[36] U. Efe and A. V. Akcan, “A Literature Review of the Studies on Islam-Science-Technology in Web of Science,” J. STEM Teach. Institutes, vol. 4, no. 1, pp. 65–80, 2024, doi: https://jstei.com/index.php/jsti/article/view/70.
[37] S. Freeman et al., “Active Learning Increases Student Performance in Science, Engineering, and Mathematics,” Proc. Natl. Acad. Sci. U. S. A., vol. 111, no. 23, pp. 8410–8415, 2014, doi: 10.1073/pnas.1319030111.
[38] M. Prince, “Does active learning work? A Review of the Research,” J. Eng. Educ., vol. 93, no. 3, pp. 223–231, 2004, doi: 10.1002/j.2168-9830.2004.tb00809.x.
[39] S. Bell, “Project-Based Learning for the 21st Century: Skills for the Future,” Clear. House A J. Educ. Strateg. Issues Ideas, vol. 83, no. 2, pp. 39–43, 2010, doi: 10.1080/00098650903505415.
[40] A. Darmuki, F. Nugrahani, I. Fathurohman, M. Kanzunnudin, and N. A. Hidayati, “The Impact of Inquiry Collaboration Project Based Learning Model of Indonesian Language Course Achievement,” Int. J. Instr., vol. 16, no. 2, pp. 247–266, 2023, doi: 10.29333/iji.2023.16215a.
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Published
2025-07-25
How to Cite
[1]
S. Lutfi, “Evaluation of Tafsir Tarbawi Learning Based on the CIPP Model: Study on Islamic Education Students of the Faculty of Tarbiyah, Islamic Religious Universities”, Jor. Eva. Edu, vol. 6, no. 3, Jul. 2025.
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