Evaluating the Excellent Class Program Using the CIPP Model: Enhacing Islamic Education Quality in the Era of Global Transformation

<p dir="ltr"><span>This study assesses the CIPP (Context, Input, Process, Product) model's effectiveness in evaluating guidance and counseling programs within the Merdeka curriculum of Vocational High Schools. Collaborating with three experts—guidance and counseling specialists, educational technology experts, and practitioner teachers—the research employs assessment tests and pre-test/post-test questionnaires for 10 Guidance and Counseling Teachers at Vocational High School 3 Banjarmasin. Evaluation results, covering general, specific, and material aspects, show a high level of agreement among the three evaluators. General evaluation exhibits high reliability (ICC = 0.750), and thorough and material evaluations demonstrate high reliability with ICC values of 0.794 each. The trial of 10 Guidance and Counseling Teachers reveals a significant improvement in their evaluation skills after implementing the CIPP model. Average post-test results are notably higher than pre-test, highlighting the positive impact of the CIPP evaluation model on enhancing these skills. The research concludes that the CIPP evaluation model is reliable and consistent in measuring guidance and counseling program effectiveness in the Merdeka curriculum of Vocational High Schools. Empirical and theoretical support establishes a strong foundation for considering future implementation of the CIPP model in educational program evaluations. This model's application is anticipated to elevate the quality and relevance of educational programs, particularly in the context of guidance and counseling in Vocational High Schools, with potential practical and managerial benefits.</span></p><div><span><br /></span></div>

This study investigates the application of the CIPP (Context, Input, Process, Product) model in conducting value-added evaluation of physical education (PE) skills teaching in higher vocational colleges. Traditional outcome-based assessment models in vocational PE often fail to account for individual student growth and contextual differences, leading to limited pedagogical effectiveness. With the CIPP model, this research constructs a comprehensive, student-centered evaluation framework designed to capture dynamic learning progress and enhance instructional quality. The study explores five major aspects: relevance of the CIPP model to vocational PE evaluation, practical challenges in implementation, framework and indicator design, weight determination using analytic methods, and dynamic adjustment mechanisms. Data were collected through expert consultations, large-scale surveys, and longitudinal field applications across multiple institutions, ensuring empirical rigor. The results demonstrate that the CIPP-based evaluation system improves feedback precision, supports continuous teaching improvement, and aligns with the principles of scientific validity, systemic integration, operability, and adaptability. The study concludes that the CIPP model offers a theoretically sound and practically feasible framework for advancing value-added evaluation in PE teaching within the context of higher vocational education.

Vocational education plays a crucial role in preparing students to meet the demands of the industrial world. At SMK Muhammadiyah Ngawen, the implementation of the Field Work Practice (PKL) program is evaluated using the CIPP (Context, Input, Process, Product) model to assess its effectiveness comprehensively. Despite the importance of PKL, few studies have thoroughly evaluated its alignment with industrial needs using a structured evaluation model. This study aims to analyze the implementation of PKL evaluation at SMK Muhammadiyah Ngawen through qualitative methods, including observation, semi-structured interviews, and documentation. The results indicate that the PKL evaluation is conducted effectively, supported by solid collaboration between schools and industrial partners, and has enhanced students' practical skills and job readiness. The novelty of this study lies in its structured use of the CIPP model in a vocational setting to identify gaps between school training and industry expectations. The implications suggest the need for broader industry partnerships and curriculum adjustments to strengthen the relevance of PKL programs in vocational education. Highlights: Highlights effective PKL evaluation using the CIPP model. Reveals strong school-industry collaboration in vocational training. Recommends curriculum alignment with industry needs. Keywords: Field Work Practice, CIPP Model, Vocational Education, Skill Development, Industry Partnership

The necessity to assess the halaqah religious study program's impact on Islamic boarding school students' religious character, discipline, and responsibility prompted this research. Despite the program's long history, there has been no systematic examination of its fit with the madrasah's vision and objective and its impact on student character development. This study intends to evaluate the halaqah religious study program using the CIPP (Context, Input, Process, Product) model, focusing on program suitability, implementation, and character development outcomes. The research method used was qualitative, with data collection techniques through in-depth interviews, observation, and documentation. Research informants included the madrasah principal, supervising teachers, students, parents, committee administrators, and alumni in the Madrasah Tsanawiyah As'adiyah Puteri Pusat Sengkang. The evaluation results indicated that the halaqah program follows the madrasah's vision and mission and consistently develops Islamic character. Competent and experienced supervisors, supporting infrastructure, and different recitation methods help the program succeed. Students' good attitudes and religious conduct rise with positive parent and student reactions. Madrasas should raise the frequency and quality of halaqah (Islamic gatherings), teacher training, and stakeholder support for program sustainability based on these findings. This study focused on one madrasah and used qualitative methods; hence, a larger study using mixed approaches is necessary for more comprehensive results.

This study aims to evaluate the facilities of the Posyandu (Integrated Health Service Post) in the vitamin A supplementation program for toddlers at Posyandu Ledeng. The vitamin A supplementation program at Posyandu Ledeng was evaluated using the CIPP (Context, Input, Process, Product) model to assess the program's context, resources utilized, program implementation, and achieved outcomes. The evaluation results showed that although the vitamin A supplementation program was implemented successfully, there are still deficiencies in the available facilities. The measuring equipment for body weight and height and the storage facilities for vitamin A are inadequate, and there is a need to replenish the vitamin A stock. These facility shortcomings can impact the program's effectiveness and the quality of healthcare services at Posyandu Ledeng. Therefore, it is necessary to update and improve the facilities and inventory management to enhance the effectiveness of this program, ensuring its sustainability and success in providing vitamin A supplementation to toddlers at Posyandu Ledeng.

Evaluation of Arabic language learning in higher education is needed for quality assurance of a learning system. The evaluation should not assess the mere students’ learning output, but involve all aspects of learning program including objectives, planning, implementation and output. This study aims to uncover the implementation of evaluation of Arabic learning program in higher education with the CIPP model, from the emergence of the idea to the result achieved after the program is implemented. It is a theoretical study, which is not based on empirical data in the field. The application of the CIPP model in evaluating Arabic language learning in higher education is conducted by collecting data and information about context, input, process and products of a learning program comprehensively and continuously. More specifically, context evaluation is directed to assess data concerning the purpose and background of a learning program. Input evaluation is conducted to examine the accuracy of the curriculum, students, lecturers and infrastructures. Meanwhile, process evaluation is carried out to reveal the suitability of the curriculum, teaching materials and media in a learning activity. Product evaluation is intended to provide data and information about the outputs and outcomes of Arabic language learning.

The Ad-Dakwah-style tadarub program at Islamic High School, or Madrasah Aliyah DDI Paria, is an important effort to improve Qur'an literacy and build students' religious character. However, the effectiveness of this program has not been comprehensively evaluated, requiring a comprehensive evaluative framework. This study intends to evaluate the tadarub program using the CIPP (Context, Input, Process, Product) Model, which assesses the program's context, input, process, and product aspects. The research method used was a combined approach with data collection through interviews, observations, document analysis, and questionnaires with participants and program instructors. The evaluation results indicate that the tadarub program is relevant to the needs of participants and the school environment and supported by adequate human resources and facilities despite the limited number of instructors. The implementation process was structured but faced obstacles such as participant absence and time constraints. The program's products showed significant improvements in Qur'an reading skills and basic tajweed understanding, although the results were not evenly distributed across all participants. Based on these findings, recommendations include increasing the number of instructors, enriching teaching materials, more flexible scheduling, and ongoing evaluation to optimize the program's impact. This research contributes to the development of an adaptive and comprehensive evaluation of religious programs based on the CIPP model.

This study aims to analyse how the CIPP (Context, Input, Process, Product) evaluation model can address existing barriers and improve the quality of Islamic Religious Education (IRE) curriculum amid globalisation challenges that cause moral degradation among younger generations. This research employs a library research method using content analysis to review scholarly literature from Scopus and other databases systematically. The CIPP evaluation framework developed by Stufflebeam was utilised to synthesise findings on curriculum evaluation in Islamic education contexts. The review reveals three key findings. First, context evaluation shows that successful IRE curricula must align educational objectives with national standards (UU Sisdiknas No. 20/2003) and Islamic educational philosophy while addressing contemporary moral challenges. Second, input and process evaluation identifies critical implementation factors, including teacher pedagogical competencies, student learning readiness, resource adequacy, and effectiveness of innovative strategies such as Project-Based Learning and cooperative learning. Third, product evaluation confirms that comprehensive outcome assessment must encompass cognitive achievement, character development, and religious competencies to fully measure curriculum effectiveness. This study is limited to literature-based analysis and requires empirical validation across diverse Indonesian Islamic educational settings. This research contributes by providing a systematic synthesis of CIPP model applications in IRE curriculum evaluation, offering practical recommendations for educators and policymakers to develop more effective, responsive Islamic education curricula that address contemporary challenges while maintaining Islamic educational principles.

IntroductionThe implementation of blended learning helps overcome the limitations of traditional “chalk-and-talk” didactic teaching and unidirectional passive learning, demonstrating significant value in cultivating students’ problem-solving skills, critical thinking, and enhancing instructional quality. However, there remains a lack of systematic evaluation frameworks for assessing blended learning quality in discipline-specific courses (e.g., Organizational Behavior).MethodsThis study developed a blended teaching quality evaluation system based on the CIPP (Context, Input, Process, Product) model, comprising four first-level indicators (context evaluation, input evaluation, process evaluation, and product evaluation) and sixteen second-level indicators, along with defining a five-level course performance rating set S (very low, low, medium, high, very high). Using the organizational behavior course repository from a public university in Henan Province as the sample, empirical analysis was conducted employing the Analytic Hierarchy Process (AHP).ResultsEmpirical results indicate the course’s blended learning quality achieved an overall “High” rating. The AHP method not only effectively evaluates teaching quality but also identifies specific issues in teacher-student interactions through indicator analysis.DiscussionThe proposed CIPP-AHP integrated framework provides a practical diagnostic solution for blended learning quality (supported by 2023 data). Its indicator system and grading criteria are generalizable to similar courses, offering referential value for optimizing instructional design and teacher professional development.

BACKGROUND: With the change of human disease spectrum and the increase of public emergencies, the public’s demand for health services and health is gradually increasing and higher expectations are placed on public health personnel. OBJECTIVE: Research needs to establish a comprehensive system of evaluation indices for accurate assessment of the core competencies of public health personnel, to enhance their core competitiveness, and introduce novel approaches to evaluate talent development in the field of public health. METHODS: The study is based on the CIPP (Context Input Process Product) model and uses literature analysis, semi-structured interviews, and Delphi methods to construct an evaluation index system for the core competitiveness of public health talent cultivation. The entropy method is used to determine the weight of the model evaluation index. Finally, the improved Artistic Be Colony algorithm (ABC) is used to optimize the BP network, and apply it to evaluate the core competitiveness of public health talent cultivation. RESULTS: The improved BP network achieved the target accuracy within 11 iterations, with the optimal value observed after 16 iterations, producing an MSE (Mean Square Error) value of 10–13. The evaluation of the index system reported a 97% accuracy, and upon application to the university’s public health training programme, nearly 50% of students and teachers achieved core competitiveness quality scores above 90. CONCLUSIONS: The aforementioned method suggests that it can proficiently assess the fundamental competitiveness of training for public health personnel and offer guidance for future development in the domain of public health.

Based on initial observations carried out at I, the results showed that as many as 70% of students did not understand the Field Work Practice procedures, where the Field Work Practice activity schedule was not immediately socialized at the beginning of the semester. Job on training program (PKL) are an important part of the process in implementing education at vocational schools. The aim of the PKL is to increase the competency of vocational school students in accordance with the needs of the industrial world. This research aims to evaluate the implementation of PKL to determine the suitability of implementing the PKL with the CIPP (Context, Input, Process, Product) model. Researchers used qualitative methods, data was obtained from interview data with relevant respondents at SMKN 1 Rejotangan and SMKN 2 Tulungagung and also through literature study and documentation that supports this research. Evaluation of the Context of the On job training program for Vocational School Students Competency in Office Automation and Management Skills, the relevance of the PKL Program to the school curriculum and the needs and opportunities as a Program follow-up from street vendors has been carried out well. Evaluation of Inputs which includes the readiness of students. Evaluation of the process which includes student participation, utilization of time for implementing PKL. Evaluation of the implementation which includes increasing student competency after carrying out PKL and the impact of this PKL activity on the student's job placement after graduating from school has been achieved with Good.

This research aims to evaluate the use of the Independent Curriculum in Physical Education Learning at the elementary school level using the CIPP (Context, Input, Process, Product) model approach. This research uses a qualitative case study approach in 12 public elementary schools in Mojogedang District, Karanganyar Regency, Indonesia. Data was obtained through observation, semi-structured interviews, and document analysis. The significance of this research is Penjas learning at the elementary school level. The main focus of this research lies in the need to ensure the effectiveness of implementing the Merdeka Curriculum. As a result of this research, it was found that there were significant variations in the implementation of the Independent Curriculum between schools. Although the context aspect highlights the importance of developing students holistically, there are differences in the ideal concept and its implementation. Input evaluations show significant differences in school readiness, especially in teacher capabilities and resource availability. Product evaluation shows various differences in efforts to develop student competencies. The results of this research conclude that a more differentiated and contextual implementation strategy is needed, as well as getting sustainable support in teacher professional development and improving educational infrastructure.

This study aims to develop an evaluation instrument CIPP (context, input, process, product) model that suitable at implementation of performance assessment instrument to measure students' science process skills of junior high school. Methods in this study are research and development (R & D) which is adopted by model Borg & Gall model. This evaluation instrument used one of evaluation CIPP model with context, input, process, and product components. The evaluation instrument is used to determine the implementation of performance assessment instrument to measure junior high school students' science process skills in excretion system topic. This development study involves some experts to give validation of the development of feasibility products. Experts involved, they are two lecturers of evaluation expert, two junior high school science teachers, and four peers. The validity of evaluation instruments was analyzed using V'aiken formula. The results of this study are evaluation instrument of CIPP model of the implementation of performance assessment to measure junior high school students' science process skills of grade VIII in excretion system topic. The results of the validity of this product indicates that this evaluation instruments are eligible in using with V'eiken coefficient of 0.86. It indicates that the evaluation instruments are valid in substance, construction, and language aspects.

Introduction/Main Objectives: The Merdeka Mengajar (PMM) Platform was developed to support the Merdeka Curriculum by offering flexibility for teachers in designing technology-based learning. It features independent training, diagnostic assessments, and digital resources aimed at improving learning effectiveness. Background Problems: : Despite its benefits, PMM implementation faces challenges such as limited technology access, low teacher proficiency in using the platform, and minimal supporting training. This study evaluates PMM’s effectiveness using the CIPP (Context, Input, Process, Product) model. Novelty: This study offers a comprehensive evaluation of PMM using the CIPP model. Research on PMM’s effectiveness in primary education remains limited, making this study a new contribution to understanding teacher use. Research Methods: A qualitative case study was conducted at SD Negeri 057/1 KM V Muara Tembesi. Data were collected through interviews with the principal and teachers, observations of PMM usage, and analysis of relevant documents. Finding/Results: PMM assists teachers in preparing materials, conducting assessments, and accessing digital resources. However, limited internet and training remain key barriers. Conclusion: PMM has the potential to enhance learning, but its success depends on infrastructure support and ongoing teacher training. The study provides recommendations for improving PMM implementation.

Pesantren is an educational institution in Indonesia that focuses on developing the religious character of its students. Pesantren has developed into various types, one of which is student boarding schools. Pesantren as educational institutions need to evaluate their educational programs to measure the extent of their effectiveness in achieving goals. One of the methods that are often used in the evaluation is the CIPP (Context, Input, Process, Product) model. This study aims to evaluate the student boarding school education program with the CIPP model. The location of this research is at the Student Islamic Boarding School of UIN Maulana Malik Ibrahim Malang. The method used is qualitative and quantitative. Data collection techniques using observations, interviews, documentation, and questionnaires. The results showed that the evaluation of the context aspect, in general, was effective, the evaluation of the input aspect was considered quite effective, the evaluation of the process aspect still needed to be improved, while the evaluation of the product aspect was considered to be lacking.