Analysis of the Halaqah Study Program on Character Formation at Boarding School based on CIPP Model

Hasan Basri 1 Indonesia , Sitti Mania 2 Indonesia , Muhammad Nur Akbar Rasyid 2 Indonesia
1 Universitas Islam As'adiyah Sengkang
2 Universiitas Islam Negeri Alauddin Makassar
Link Copied!
Published 2025-09-27
Vol. 4 No. 4 (2025) PAGES 1547-1564
DOI 10.51574/ijrer.v4i4.3589
Views / Downloads 486 277

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.

Basri, H., Mania, S., & Rasyid, M. N. A. (2025). Analysis of the Halaqah Study Program on Character Formation at Boarding School based on CIPP Model . ETDC: Indonesian Journal of Research and Educational Review , 4(4), 1547–1564. https://doi.org/10.51574/ijrer.v4i4.3589
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Abidin, M. Z. H. Z., Ibrahim, N., Noh, A. M. M., Yaacob, H. R. M., Hassan, A. R. A., & Amin, J. M. (2021). The Impact of Malakah Based on Halaqah at Pondok Learning Institutions. International Journal of Academic Research in Business and Social Sciences, 11(5), 654-668.
  2. Ahmed, F. (2014). Exploring halaqah as research method: A tentative approach to developing Islamic research principles within a critical ‘indigenous’ framework. International Journal of Qualitative Studies in Education, 27(5), 561-583. https://doi.org/10.1080/09518398.2013.805852
  3. Ahn, J. N., Hu, D., & Vega, M. (2020). “Do as I do, not as I say”: Using social learning theory to unpack the impact of role models on students' outcomes in education. Social and Personality Psychology Compass, 14(2), e12517. https://doi.org/10.1111/spc3.12517
  4. Alanshori, M. Z., Maulidi, A., Muhlisin, A., Kusaeri, K., & Suparto, S. (2025). The Application of the CIPP Evaluation Model in Educational Programs in Indonesia. Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme, 7(2), 103-122. https://doi.org/10.37680/scaffolding.v7i2.7390
  5. Al-Shanawani, H. M. (2019). Evaluation of self-learning curriculum for kindergarten using Stufflebeam’s CIPP model. Sage Open, 9(1), 2158244018822380. https://doi.org/10.1177/2158244018822380
  6. Alsya'bani, I. S., Madjid, A., & Shodiq, S. F. (2025). Analysis of CIPP Evaluation Model on Religious Programs in Schools: Systematic Literature Review. JURNAL EDUSCIENCE, 12(3), 605-620. https://jurnal.ulb.ac.id/index.php/eduscience/article/view/6873
  7. Amaliah, R. A., Mania, S., & Rasyid, M. N. A. (2024). Evaluasi Program Mangaji Tudang (Halaqah) terhadap Kualitas Hafalan Santri Pondok Pesantren Tahfidzul Qur'an Mir'atul Mujahid Kampung Bajo melalui Model CIPP. Didaktika: Jurnal Kependidikan, 13(2), 2515-2526.
  8. Amin, M. (2022). Implementasi Program Pembiasaan Dan Keteladanan Pada Era New Normal Dalam Membentuk Akhlak Siswa MTs Miftahul Huda, Tayu, Pati. El-Tarbawi, 15(1), 129-156. https://doi.org/10.20885/tarbawi.vol15.iss1.art6
  9. Aziz, S., Mahmood, M., & Rehman, Z. (2018). Implementation of CIPP model for quality evaluation at school level: a case study. Journal of Education and Educational Development, 5(1), 189-206.
  10. Dizon, A. G. (2023). Historical development of CIPP as a curriculum evaluation model. History of Education, 52(1), 109-128. https://doi.org/10.1080/0046760X.2022.2098390
  11. Guna, B. W. K., & Yuwantiningrum, S. E. (2024). Building Morality and Ethics Through Islamic Religious Education In Schools. IJGIE (International Journal of Graduate of Islamic Education), 5(1), 14-24.
  12. Halim, W. (2018). Young Islamic preachers on Facebook: Pesantren As’ adiyah and its engagement with social media. Indonesia and the Malay World, 46(134), 44-60. https://doi.org/10.1080/13639811.2018.1416796
  13. Hambal, M. (2017). Halaqah Tradition in Building Rabbani Characters in Pesantren Al-Islam Lamongan, East Java, Indonesia. Studia Religia: Jurnal Pemikiran dan Pendidikan Islam, 1(1).
  14. Hanafiah, H., Kushariyadi, K., Wakhudin, W., Rukiyanto, B. A., Wardani, I. U., & Ahmad, A. (2024). Character Education's Impact On Student Personality: Curriculum And School Practices Review. At-Ta'dib, 19(1), 51-69. https://ejournal.unida.gontor.ac.id/index.php/tadib/article/view/12047
  15. Harahap, S., & Isya, W. (2020). Model Pendidikan Nilai dan Karakter di Sekolah. Pedadidaktika: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 7(1), 21–33. https://doi.org/10.17509/pedadidaktika.v7i1.26326
  16. Hasan, A., Yasin, S. N. T. M., & Yunus, M. F. M. (2015). A conceptual framework for mechatronics curriculum using Stufflebeam CIPP Evaluation Model. Procedia-Social and Behavioral Sciences, 195, 844-849.
  17. Hidayati, T. W., & Gufron, M. (2024). The Qur'anic Education Strategies for the Indonesian Context: An investigation of the Halaqah of the Qur’an in Mecca and Medina. International Journal on Advanced Science, Education, and Religion, 7(4), 44-59. https://doi.org/10.33648/ijoaser.v7i4.733
  18. Khalid, M., Ashraf, M., & Rehman, C. A. (2012). Exploring the link between Kirkpatrick (KP) and context, input, process and product (CIPP) training evaluation models, and its effect on training evaluation in public organizations of Pakistan. African Journal of Business Management, 6(1), 274-279.
  19. Kurniawan, A., Yanti, H., & Abdurrahman, A. (2023). Menajemen Kurikulum Merdeka Belajar Dalam Menerapkan Nilai-Nilai Kearifan Lokal Pada Pembelajaran di SD Negeri 16 Meulaboh-Aceh Barat. Jurnal Ilmiah Profesi Pendidikan, 8(4), 1927–1935. https://doi.org/10.29303/jipp.v8i4.1424
  20. Luo, M. (2024). Construction and application of a core competitiveness evaluation index system for public health personnel training based on the CIPP model. Human Systems Management, 43(5), 707-722. https://doi.org/10.3233/HSM-230066
  21. Malik, A. (2024). New variants of ultra-conservative Islamic schools in Indonesia: A study on Islamic school endeavor with Islamic group movement. Power and Education, 16(1), 14-28.
  22. Marjuni, H. A., & Iqbal, M. (2022). Implementasi Pengajian Halaqah Dalam Membentuk Akhlak Peserta Didik Melalui Pengajian Kitab Kuning Di Madrasah As’Adiyah Pusat Sengkang Kabupaten Wajo. Inspiratif Pendidikan, 11(2), 276–291. https://doi.org/10.24252/ip.v11i2.32280
  23. Megawati, M., & Sulisworo, D. (2024). Transformative Education in Character Development of Students in Religious-Based Schools: Narrative Review. Edu Cendikia: Jurnal Ilmiah Kependidikan, 4(03), 1475-1488.
  24. Musolin, M., Fauzi, F., & Muflihin, H. (2023). Evaluating Curriculum at Madrasah Aliyah: Applying the Context, Input, Process, Product (CIPP) Model. AL-ISHLAH: Jurnal Pendidikan, 15(4), 6737-6748. https://doi.org/10.35445/alishlah.v15i4.2516
  25. Mutiara Rushita Adi, L. P., Hendra Divayana, D. G., & Gede Agung, A. A. (2024). Penerapan Model Evaluasi CIPP dalam meningkatkan Efektivitas Program Supervisi Akademik. Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS), 6(1).
  26. Nasir, M., Hartati, Z., & Syahmidi, S. (2025). The Impact of the Ĥalāqah Method in Improving the Religious Character of Students. Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme, 7(1), 260-273. https://doi.org/10.37680/scaffolding.v7i1.6998
  27. Nurhakim, H. A., & Fahruddin. (2022). Evaluasi Program Pembelajaran Sejarah Daring Dengan Model Cipp. Jurnal Evaluasi Pendidikan, 13(2), 111–118. https://doi.org/10.21009/jep.v13i2.27456
  28. Nursyamsi, U., Azis, A., Hayatunnufus, A. B., & Firdaus, A. H. (2023). Challenges of Salafiyah Islamic Boarding Schools: A Critical Reflection. Religious Studies: An International Journal, 11(1), 1-23.
  29. Paul, S. A. S., Hart, P., Augustin, L., Clarke, P. J., & Pike, M. (2022). Parents’ perspectives on home-based character education activities. Journal of Family Studies, 28(3), 1158-1180. https://doi.org/10.1080/13229400.2020.1806097
  30. Purnama, M. N. A. (2019). Analisis dan pengembangan desain pembelajaran pai berbasis karakter. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 11(1), 129-139.
  31. Ritonga, T., Ananda, A., & Hasan, H. (2017). The Teaching Learning Methods of Islamic Classical Books In Islamic Boarding School. Asian journal of management sciences & education, 6, 126-132.
  32. Roqib, M. (2021). Increasing social class through islamic boarding schools in Indonesia. Journal of Social Studies Education Research, 12(2), 305-329. http://jsser.org/index.php/jsser/article/view/3291
  33. Rumjaun, A., & Narod, F. (2025). Social learning theory—albert bandura. In Science education in theory and practice: An introductory guide to learning theory (pp. 65-82). Cham: Springer Nature Switzerland.
  34. Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), 335. https://doi.org/10.3390/rel9110335
  35. Sakban, A., & Sundawa, D. (2023). Character education: Direction and priority for national character development in Indonesia. Jurnal Kependidikan, 9(3), 794-807.
  36. Samsidar, S., Sormin, D., & Pasaribu, M. (2019). Peranan Mata Kuliah Al Islam Kemuhammadiyahan Terhadap Perilaku Mahasiswa Universitas Muhammadiyah Tapanuli Selatan. Al-Muaddib: Jurnal Ilmu-Ilmu Sosial dan Keislaman, 4(2), 296-305. http://jurnal.um-tapsel.ac.id/index.php/al-muaddib/article/view/1207
  37. Saputra, M. (2023). The influence of halaqah on increasing the religiosity of members of the Ulul Albab Spirituality and Islamic Studies Student Activity Unit Imam Bonjol Padang State Islamic University. Jurnal Syntax Admiration, 4(4).
  38. Stufflebeam, D. L., & Zhang, G. (2017). The CIPP evaluation model: How to evaluate for improvement and accountability. Guilford Publications.
  39. Syafi'i, I., Aziz, Y., Khifdliyah, A., Al Firdausi, A. I., & Afianty, R. N. (2025). Improving Quality of Educational Institutions through Teacher Performance Evaluation with Perspective of CIPP Theory. al-Iltizam: Jurnal Pendidikan Agama Islam, 10(1), 42-56. https://doi.org/10.33477/alt.v10i1.9365
  40. Syahril, S., Fajri, S., Duski, F. F., Putri, A. R., & Zulpadrianto, Z. (2024). Exploring Religious Moderation in the Halaqah Education System of Islamic Boarding Schools in Socio-Historical Perspective. Journal of Contemporary Islam and Muslim Societies, 8(2), 277-302.
  41. Syarnubi, S., Mansir, F., Purnomo, M. E., Harto, K., & Hawi, A. (2021). Implementing character education in madrasah. Jurnal Pendidikan Islam, 7(1), 77-94. https://doi.org/10.15575/jpi.v7i1.8449
  42. Taufik, M. (2020). Strategic role of Islamic religious education in strengthening character education in the era of industrial revolution 4.0. Jurnal Ilmiah Islam Futura, 20(1), 86-104.
  43. Tsani, I., Arsyadana, A., Sufirmansyah, S., & Shafira, E. (2021). Evaluasi model cipp pada pembelajaran PAI dan budi pekerti di SMA Negeri 7 Kota Kediri. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 12(1), 17-45. https://doi.org/10.24042/atjpi.v12i1.8165
  44. Umam, K. A., & Saripah, I. (2018). Using the Context, Input, Process and Product (CIPP) model in the evaluation of training programs. International Journal of Pedagogy and Teacher Education, 2, 19-183. https://doi.org/10.20961/ijpte.v2i0.26086
  45. Wahidah, B. (2018). Dakwah Halaqah Pondok Pesantren As’ adiyah Pusat Sengkang. Al-Hikmah: Jurnal Dakwah, 12(1), 131-148. https://core.ac.uk/download/pdf/236210843.pdf

Copyright (c) 2025 Hasan Basri, Sitti Mania, Muhammad Nur Akbar Rasyid

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 52 53 54 55 56 57 

You may also start an advanced similarity search for this article.

Dimensions Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Character Formation CIPP Model Halaqah Study Islamic Boarding School
Crossref
Scopus
Google Scholar
Europe PMC