Journal Evaluation in Education (JEE)
Journal Evaluation in Education (JEE)

an Open Access Journal

SINTA

1.6519

Impact

GScholar

16

H-Index

Journal Evaluation in Education (JEE)

an Open Access Journal

Enhancing Islamic Teacher Education through CIPP-Based Curriculum Evaluation

M Arif Musthofa ORCID
Institut Islam Al-Mujaddid Sabak
Indonesia
musthofaarif77@gmail.com
Kuswanto Kuswanto ORCID
Institut Islam Al-Mujaddid Sabak
Indonesia
Arif Al Hazmi ORCID
Kazan Federal University ROR
Russian Federation
Share

  • Purpose of the study: This study aims to critically analyze and validate the applicability of the CIPP (Context, Input, Process, Product) evaluation model within the framework of Islamic education. Specifically, it seeks to test, verify, and deepen theoretical understanding of the CIPP model by examining its relevance, strengths, and limitations when applied to a religiosity-based educational context.

    Methodology: Using a qualitative descriptive-evaluative design, data were collected through observations and semi-structured interviews with 15 participants the Director of KMI, 3 supervisors, 6 teachers, and 5 students selected via purposive sampling. Data were analyzed thematically based on the four CIPP components.

    Main Findings: The religiosity-based curriculum fundamentally contrasts with the liberal-humanistic paradigm, which places humans as the ultimate center and measure of all things while neglecting spiritual and divine values. From the perspective of Islamic education, such a humanistic-liberal model is inherently incompatible, as it disregards the transcendental relationship between humans and their Creator.

    Novelty/Originality of this study: This study presents a novel contribution by revealing that the conventional application of the CIPP evaluation model, though comprehensive in managerial and procedural aspects, remains insufficient to address the complex realities of educational practice particularly within the realm of Islamic education. The model’s limitation lies in its inability to capture the spiritual (ilahiyah) dimensions that are essential to a religiosity-based curriculum. To overcome this gap, the study proposes an integrative framework termed MHI, which stands for Management, Humanitarian, and Ilahiyah components.

  • How to cite

    [1]
    “Enhancing Islamic Teacher Education through CIPP-Based Curriculum Evaluation”, Jor. Eva. Edu, vol. 7, no. 2, pp. 399–410, Apr. 2026, doi: 10.37251/jee.v7i2.1952.

    More Citation Formats

  • 166
    Abstract views
    64
    Downloads

    Metrics — Badges

    1. OECD, “Organisation for Economic Co-operation and Development,” Programme for International Student Assessment, France, 2023, doi: 10.4324/9780203875773 DOI: https://doi.org/10.4324/9780203875773
    2. R. Oktavia, “The history of curriculum in indonesia: A literature study,” PUSTAKA:Jurnal Bahasa dan Pendidikan, vol. 3, no. 4, p. 105, 2023, doi: 10.56910/pustaka.v3i.701. DOI: https://doi.org/10.56910/pustaka.v3i4.701
    3. M. T. Hidayat, “Evolution of the education curriculum in Indonesia,” Journal Of Innovation in Educational and Cultural Research, vol. 6, no. 2, p. 381, 2025, doi: 10.46843/jiecr.v6i2.1312. DOI: https://doi.org/10.46843/jiecr.v6i2.1312
    4. H. S. Hamid, Perkembangan Kurikulum: Perkembangan Ideologis dan Teoritik Pedagogis [Curriculum Development: Ideological and Theoretical Pedagogical Development], Bandung: Universitas Pendidikan Indonesia, 2015.
    5. A. H. Putri, “The influence of the political system on education curriculum policy in Indonesia,” Al-Ishlah: Jurnal Pendidikan, vol. 15, no. 4, p. 84, 2023, doi: 10.35445/alishlah.v15i4.3184. DOI: https://doi.org/10.35445/alishlah.v15i4.3184
    6. P. Hadisaputra, “The role of teachers in curriculum management implementation: A narrative literature review on challenges, best practices, and professional development,” Asian Journal of Education and Social Studies, vol. 50, no. 5, pp. 18-27, 2024, doi: 10.9734/AJESS/2024/v50i51338. DOI: https://doi.org/10.9734/ajess/2024/v50i51338
    7. R. Mukri, “Prototipe kepemimpinan kiai di pesantren modern [Prototype of kiai leadership in modern Islamic boarding schools],” Jurnal Dirosah Islamiyah, vol. 4, no. 1, p. 27, 2021, doi: 10.47467/jdi.v4i1.457. DOI: https://doi.org/10.47467/jdi.v3i3.457
    8. A. H. S. Pratiwi, “Development of gontor’s muadalah system-based muallimin curriculum,” Journal of Islamic Studies, Prince of Songkla University, vol. 12, no. 1, pp. 97-112, 2021.
    9. E. A. Irene, “Evaluation of teacher education curricula and their relevance to licensure examination using context, input, process, and product (cipp) model,” Social Sciences & Humanities Open, vol. 8, no. 1, pp. 1-7, 2023, doi: 10.1016/j.ssaho.2023.100607. DOI: https://doi.org/10.1016/j.ssaho.2023.100607
    10. S. Stufflebeam, Evaluation, Theory, Models, & Application, Second, Jossey-Bass, 2014.
    11. W. Y. Silviariza, “Development of evaluation instruments to measure the quality of spatial problem based learning (spbl): CIPP framework,” International Journal of Instruction, vol. 16, no. 2, pp. 413–436., 2023, doi: 10.29333/iji.2023.16223a. DOI: https://doi.org/10.29333/iji.2023.16223a
    12. H. Al-Shanawani, Evaluation of Self-Learning Curriculum for Kindergarten Using Stufflebeam’s CIPP Model., United Kingdom: SAGE Open, 2019. DOI: https://doi.org/10.1177/2158244018822380
    13. R. Pramono, “The evaluation of narada cup school sport program using CIPP evaluation,” Jurnal Pendidikan Jasmani dan Olahraga, vol. 5, no. 1, pp. 81, 2020, doi: 10.17509/jpjo.v5i1.23516. DOI: https://doi.org/10.17509/jpjo.v5i1.23516
    14. D. Prayogo, “CIPP evaluation model and its effect on e-learning,” Al-Ishlah: Jurnal Pendidikan, vol. 14, no. 1, pp. 177–188, 2022, doi: 10.17762/turcomat.v12i6.5778. DOI: https://doi.org/10.35445/alishlah.v14i1.1071
    15. S. Santiyadnya, “The effectiveness of the CIPP model’s implementation in secondary school,” Journal of Physics: Conference Series, vol. 1810, no. 1, pp. 1–5, 2021, doi: 10.1088/1742-6596/1810/1/012071. DOI: https://doi.org/10.1088/1742-6596/1810/1/012071
    16. T. L. Finney, “Confirmative evaluation: New CIPP evaluation model,” Journal of Modern Applied Statistical Methods, vol. 18, no. 2, pp. 2–24, 2019, doi: 10.22237/jmasm/1598889893. DOI: https://doi.org/10.22237/jmasm/1598889893
    17. S. &. N. A. Sopha, “The cipp model: Applications in language program evaluation,” Journal of Asia TEFL, vol. 16, no. 4, pp. 1360–1367, 2019, doi: 10.18823/asiatefl.2019.16.4.19.1360. DOI: https://doi.org/10.18823/asiatefl.2019.16.4.19.1360
    18. I. S. K. A. Umam, "The Context, Input, Process, and Product (CIPP) model evaluates training programs," International Journal of Pedagogy and Teacher Education, vol. 2, no. 1, pp. 19–183, 2018, doi: 10.20961/ijpte.v2i0.26086. DOI: https://doi.org/10.20961/ijpte.v2i0.26086
    19. U. Akpur, B. Alci, and H. Karatas, H. “Evaluation of the curriculum of english preparatory classes at yildiz technical university using CIPP model,” Educational research and Reviews, vol. 11, no. 7, pp. 466-473, 2016, doi: 10.5897/ERR2016.2638. DOI: https://doi.org/10.5897/ERR2016.2638
    20. S. Akhtar, “Ethical empowerment: Examining the impact of business education in Indian universities through the lens of international standards and CIPP model,” The International Journal of Management Education, vol. 22, no. 3, p. 18, 2024, doi: 10.1016/j.ijme.2024.101066. DOI: https://doi.org/10.1016/j.ijme.2024.101066
    21. A. M. Ayyusufi, “Evaluation of the CIPP model on the tahfidz program in Islamic Boarding Schools,” Nazhruna: Jurnal Pendidikan Islam, vol. 5, no. 2, pp. 466, 2022, doi: 10.31538/nzh.v5i2.2230 . DOI: https://doi.org/10.31538/nzh.v5i2.2230
    22. M. B. H. Tuna, “Curriculum evaluation of tourism undergraduate programs in Turkey: A CIPP model-based framework,” Journal of Hospitality, Leisure, Sport and Tourism Education, vol. 29, no. 1, p. 1–9., 2021, doi: 10.1016/j.jhlste.2021.100324. DOI: https://doi.org/10.1016/j.jhlste.2021.100324
    23. N. Soleman, “Dinamika perkembangan kurikulum di Indonesia [Dynamics of curriculum development in Indonesia],” Foramadiahi: Jurnal Kajian Pendidikan Dan Keislaman, vol. 12, no. 1, pp. 1-14, 2020, doi: 10.46339/foramadiahi.v12i1.228. DOI: https://doi.org/10.46339/foramadiahi.v12i1.228
    24. M. Morison, Designing Effective Instruction, United States Of America: John Wiley & Sons, 2019.
    25. T. Trisnojoyo, “Implementation of curriculum integration at Pondok Pesantren PPMI Assalaam Surakarta,” Inovasi Kurikulum, vol. 22, no. 2, p. 23, 2025, doi: 10.17509/jik.v22i2.80883. DOI: https://doi.org/10.17509/jik.v22i2.80883
    26. D. Stufflebeam, The CIPP evaluation model: How to evaluate for improvement and accountability, United States Of America: Guilford Publications, 2017.
    27. Y. R. Dwi, “The evaluation of the CIPP model in the implementation of character educational junior high school,” Innovative Journal of Curriculum and Educational Technology, vol. 7, no. 2, p. 56, 2018, doi: 10.15294/ijcet.v7i2.28391.
    28. M. F. Alquraan, “Assessing the structural relationships between the CIPP model components in teacher education program,” Asian Education and Development Studies, vol. 14, no. 1, pp. 103-114, 2025, doi: 10.1108/AEDS-09-2024-0217. DOI: https://doi.org/10.1108/AEDS-09-2024-0217
    29. H. Jiang, “Construction of teaching quality evaluation system of higher vocational project-based curriculum based on CIPP model,” International Journal of Information and Education Technology, vol. 11, no. 6, pp. 262-268, 2021. doi: 10.18178/ijiet.2021.11.6.1521. DOI: https://doi.org/10.18178/ijiet.2021.11.6.1521
    30. S. Suharman, “Evaluation of The ‘Teaching Skills Enrichment’ program through the context input process product (CIPP) model,” Al-Bidayah: Jurnal Pendidikan Dasar Islam, vol. 14, no. 2, p. 52, 2022, doi: 10.14421/albidayah.v14i2.1045. DOI: https://doi.org/10.14421/albidayah.v14i2.1045
    31. J. Jalaluddin, Teologi Pendidikan [Theology of Education], Bandung: Raja Grafindo Persada, 2021.
    32. R. Ragadhita, S. Sriyati, N. Nahadi, N. Rustaman, and I. Kaniawati, “Context evaluation in nanotechnology courses: A context, input, process, and product (CIPP) model perspective,” Indonesian Journal of Teaching in Science, 5(1), 73-92, 2025, doi: 10.17509/ijotis.v5i1.83191. DOI: https://doi.org/10.17509/ijotis.v5i1.83191
    33. V. A. Tiwa, “Evaluation of teacher e-performance implementation based on GTK rooms in Kotamobagu: CIPP model analysis,” Devotion: Journal of Research and Community Service, vol. 6, no. 10, pp. 1192-1206, 2025, doi: 10.59188/devotion.v6i10.25567. DOI: https://doi.org/10.59188/devotion.v6i10.25567
    34. I. D. Muslimah, and M. Nur, “Evaluation of teacher self-development program: CIPP model approach at Madrasah Aliyah Swasta Al-Fatah,” Journal of Advanced Islamic Educational Management, vol. 5, no. 2, 2025, doi: 10.24042/rfysam14.
    35. L. Labibatussolihah, and N. M. Adriani, “An evaluation of the effectiveness of the English Upgrading program for TOEFL in an Indonesian university using the CIPP model,” Jurnal Penelitian dan Evaluasi Pendidikan, vol. 26, no. 2, pp. 126-136, 2022, doi: 10.21831/pep.v26i2.48728. DOI: https://doi.org/10.21831/pep.v26i2.48728
    36. B. B. Sinuhaji, and P. Pujaningsih, “Evaluating an ABA-Based early stimulation program for children with speech delay in a resource-limited Indonesian kindergarten: A CIPP model approach,” Journal of Innovation and Research in Primary Education, vol. 4, no. 4, pp. 3119-3130, 2025, doi: 10.56916/jirpe.v4i4.2442. DOI: https://doi.org/10.56916/jirpe.v4i4.2442
    37. S. Jamieson, “State of the science: Quality improvement of medical curricula—How should we approach it?,” Medical Education, vol. 57, no. 1, pp. 49-56, 2023, doi: 10.1111/medu.14912. DOI: https://doi.org/10.1111/medu.14912
    38. A. Karimi-Shahanjarini, M. J. Assari, J. Poorolajal, F. Rezapur-Shahkolai, and M. Afshari, “Effects of interventions to reduce pesticide exposure among farmers: application of an intervention mapping approach to development,” Journal of Agromedicine, vol. 30, no. 4, pp. 701-713, 2025, doi: 10.1080/1059924X.2025.2539975. DOI: https://doi.org/10.1080/1059924X.2025.2539975
    39. A. Musaddad, “Leadership in pesantren: educational management approaches for spiritual and academic development,” AKSI: Jurnal Manajemen Pendidikan Islam, vol. 2, no. 3, pp. 186-194, 2024, doi: 10.37348/aksi.v2i3.455. DOI: https://doi.org/10.37348/aksi.v2i3.455
    40. A. Ikhwan, A. Rohmad, and F. K. Zukhrufin, “Integrating emotional and spiritual quotient (esq) with prophetic values in human resource development,” Afkar: Jurnal Akidah dan Pemikiran Islam, vol. 27, no. 1, pp. 383-426, 2025, doi: 10.22452/afkar.vol27no1.10. DOI: https://doi.org/10.22452/afkar.vol27no1.10
    41. S. Halimah, A. Yusuf, and K. Safiudin, “Pesantren education management: The transformation of religious learning culture in the age of disruption,” Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, vol. 9, no. 3, pp. 648-666, 2024, doi: 10.31538/ndhq.v9i3.16. DOI: https://doi.org/10.31538/ndhq.v9i3.16
    42. T. Yugo, “Improving the quality of islamic education through pesantren-based management in Indonesia,” Journal of Educational Research and Practice, vol. 3, no. 2, pp. 238-254. 2025, doi: 10.70376/jerp.v3i2.357. DOI: https://doi.org/10.70376/jerp.v3i2.357
    43. R. S. Amyus, and M. Fitriyadi, “Enhancing education quality through teacher training at pesantren-based junior high schools,” Jurnal At-Tarbiyat: Jurnal Pendidikan Islam, vol. 8, no. 3, 2025, doi: 10.37758/jat.88i3.333. DOI: https://doi.org/10.37758/jat.88i3.333
    44. A. I. Yuliansyah, E. Hadiyati, and T. C. Wijayanti, “Integrating pesantren institutional policies with teaching factory to strengthen entrepreneurship education in faith-based vocational schools,” Journal of Educational Management Research, vol. 4, no. 4, pp. 1959-1973, 2025, doi: 10.61987/jemr.v4i4.1804.
    45. N. A. Ramly, A. H. Masnan, S. Othman, and S. N. A. Rahman, “Validating an Islamic moral education module for preschoolers: A contextual evaluation using the nominal group technique,” International Journal of Early Childhood, pp. 1-17, 2026, doi: 10.1007/s13158-025-00477-7. DOI: https://doi.org/10.1007/s13158-025-00477-7
    46. W. Wahyudin, R. Riinawati, M. Z. F. Rasyid, S. Suriagiri, and H. Yaqin, “Beyond compliance: The strategic role of organizational citizenship behavior in managing workplace conflicts within faith-based educational institutions,” Kharisma: Jurnal Administrasi dan Manajemen Pendidikan, vol. 4, no. 2, pp. 175-186, 2025, doi: 10.59373/kharisma.v4i2.112. DOI: https://doi.org/10.59373/kharisma.v4i2.112
    47. A. Asri, L. Lestari, E. Elihami, and M. Musriani, “The value of tawhid in Islamic studies: The foundational ideology of muhammadiyah education,” Jurnal Sinar Edukasi, vol. 6, no. 3, pp. 167-179, 2025, doi: 10.61346/jse.v6i03.281.
    48. Y. Wahyuningsih, C. A. Uzliva, R. A. Widyaningsih, and G. Ghozali, “Implementation of the Islamic Ramadan study program policy in vocational high schools,” Thawalib: Jurnal Kependidikan Islam, vol. 6, no. 2, pp. 297-310, 2025, doi: 10.54150/thawalib.v6i2.403. DOI: https://doi.org/10.54150/thawalib.v6i2.403
    49. W. D. Sari, “The love curriculum approach in overcoming learning loss in primary and secondary schools: A review of the literature and implications of Islamic education,” At-Tadzkir: Islamic Education Journal, 4(1), 71-80, 2025, doi: 10.59373/attadzkir.v4i1.94. DOI: https://doi.org/10.59373/attadzkir.v4i1.94
    50. A. Alhifni, and B. Ahwarumi, “Resilience of Islamic boarding schools: Analyzing the role of islamic social finance in mitigating economic shocks,” Jurnal Ilmiah Akuntansi Kesatuan, vol. 13, no. 6, pp. 1945-1958, 2025, doi: 10.37641/jiakes.v13i6.4563. DOI: https://doi.org/10.37641/jiakes.v13i6.4563