Evaluative Framework CIPP Model for the Tadarub Ala Ad-Dakwah Program at Madrasah Aliyah School

Gusni Gusni 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 1591-1603
DOI 10.51574/ijrer.v4i4.3607
Views / Downloads 208 221

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.

Gusni, G., Mania, S., & Rasyid, M. N. A. (2025). Evaluative Framework CIPP Model for the Tadarub Ala Ad-Dakwah Program at Madrasah Aliyah School. ETDC: Indonesian Journal of Research and Educational Review , 4(4), 1591–1603. https://doi.org/10.51574/ijrer.v4i4.3607
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. 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
  2. Alfian, M., Herningrum, I., & Putra, P. H. (2025). Perspective of Islamic Religious Education Study Program Students on the Islamic Education Curriculum in Indonesia. Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme, 7(1), 578-594. https://doi.org/10.37680/scaffolding.v7i1.7146
  3. 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://doi.org/10.36987/jes.v12i3.6873
  4. Al Munawarah, Z., Mania, S., & Rasyid, M. N. A. (2024). Evaluasi Program Magang Guru Berbasis Cse-Ucla Di Smk Negeri Balanipa Pusat Keunggulan Kabupaten Polewali Mandar. EDU RESEARCH, 5(4), 842-852. https://iicls.org/index.php/jer/article/view/457
  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. Antariksa, W. F., Fattah, A., & Utami, M. A. P. (2022). Evaluasi Program Pendidikan Pesantren Mahasiswa Model Cipp (Context, Input, Process, Product). Evaluasi: Jurnal Manajemen Pendidikan Islam, 6(1), 75–86. https://doi.org/10.32478/evaluasi.v6i1.848
  7. Apriyani, N., Rasyid, M. N. A., Mania, S., & Mahyuddin, M. (2025). Evaluasi Model CIPP terhadap Pendidikan Karakter dalam Program Inklusi di Taman Kanak-Kanak Islam. Didaktika: Jurnal Kependidikan, 14(2 Mei), 2001-2016. https://doi.org/10.58230/27454312.2174
  8. Aripin, S. A. S., & Nurdiansyah, N. M. (2022). Modernization of Education: A New Approach‎ and Method in Learning Islamic Religious‎ Education. TADRIS: Jurnal Pendidikan Islam, 17(1), 100-117. https://doi.org/10.19105/tjpi.v17i1.5916
  9. Aristya, S. (2023). CIPP: Implementasi Model Evaluasi Pendidikan. Jurnal Evaluasi Dan Pembelajaran, 5(1), 1–72. https://doi.org/10.52647/jep.v5i1.84
  10. Chanifah, N., Hanafi, Y., Mahfud, C., & Samsudin, A. (2021). Designing a spirituality-based Islamic education framework for young muslim generations: a case study from two Indonesian universities. Higher Education Pedagogies, 6(1), 195-211. https://doi.org/10.1080/23752696.2021.1960879
  11. 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
  12. Fitriani, Y. dkk. (2024). Evaluasi Program Tahfidz Kurikulum Utrujah Menggunakan Model CIPP pada Sekolah Islam Markaz Ashabul Qur’an. An-Nahdlah: Jurnal Pendidikan Islam, 4, 69–77. https://doi.org/10.51806/an-nahdlah.v4i1.135
  13. Gerayllo, S., Vakili, M., Jouybari, L., Moghadam, Z., Jafari, A., & Heidari, A. (2025). Using the CIPP Model to elicit perceptions of health professions faculty and students about virtual learning. BMC Medical Education, 25(1), 166. https://doi.org/10.1186/s12909-025-06747-1
  14. Gresik, U. M., Mohamad, O., Arfa, M., Gresik, U. M., & Islam, P. A. (2024). Strategi Pembelajaran Pendidikan Agama Islam Dalam Menumbuhkan Kesadaran Tadarus Al Qur’an Siswa. TARLIM Jurnal Pendidikan Agama Islam, 7(2), 221-229. https://doi.org/10.32528/tarlim.v7i2.2440
  15. Huang, S. H. (2025). Evaluating the English for General Purposes (EGP) program at a Taiwanese University: A CIPP (context, input, process, and product) model study. Evaluation and Program Planning, 102662. https://doi.org/10.1016/j.evalprogplan.2025.102662
  16. Kosim, M., Muqoddam, F., Mubarok, F., & Laila, N. Q. (2023). The dynamics of Islamic education policies in Indonesia. Cogent Education, 10(1), 2172930. https://doi.org/10.1080/2331186X.2023.2172930
  17. Latief, S., Sari, Y. A., Yusuf, M., Armila, A., & Hidayat, R. E. (2021). The Development of Islamic Education and Strengthening of National Education System of Indonesia. International Journal on Advanced Science, Education, and Religion, 4(2), 86-99. https://doi.org/10.33648/ijoaser.v4i2.105
  18. Lippe, M., & Carter, P. (2018). Using the CIPP model to assess nursing education program quality and merit. Teaching and Learning in Nursing, 13(1), 9-13. https://doi.org/10.1016/j.teln.2017.09.008
  19. Mania, S., & Rasyid, M. N. A. (2024). Efektivitas Pelaksanaan Program Baca Tulis Al-Qur’an Dengan Model Evaluasi Cipp di Ma’had Al-Jami’ah Iain Ambon. al-Iltizam: Jurnal Pendidikan Agama Islam, 9(2), 229-248. https://doi.org/10.33477/alt.v9i2.6936
  20. Masturin, M. (2022). Development of Islamic religious education materials based on religious moderation in forming student character. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 3(4), 346-355. https://doi.org/10.31538/munaddhomah.v3i4.310
  21. McDavid, J. C., Huse, I., & Hawthorn, L. R. (2018). Program evaluation and performance measurement: An introduction to practice. Sage Publications.
  22. Molope, M., & Oduaran, A. (2020). Evaluation of the community development practitioners’ professional development programme: CIPP model application. Development in Practice, 30(2), 194-206. https://doi.org/10.1080/09614524.2019.1650894
  23. 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
  24. 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
  25. Nurhasanah, E., Ratnaya, I. G., Parwata, I. G. L. A., & Budhyana, I. D. A. M. (2025). The Implementation of Context, Input, Process, Product Evaluation Model for Assessing Educational Programs. JETAL: Journal of English Teaching & Applied Linguistic, 7(1), 55-71. https://doi.org/10.36655/jetal.v7i1.1925
  26. Putra, H. A. D., & Fitrayati, D. (2021). Efektivitas Model Pembelajaran Blended Learning Untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik Pada Pelajaran Ekonomi. Edukatif : Jurnal Ilmu Pendidikan, 3(4), 1765–1774. https://doi.org/10.31004/edukatif.v3i4.676
  27. Qalbi, R. N. (2022). Efektivitas Pembiasaan Tadarus Alquran Pada Prestasi Belajar Mata Pelajaran Penndidikan Agama Islam Siswa Kelas VI SD Muhammadiyah Wiwitan Kecamatan Lamasi Kabupaten Luwu. Islamic Journal: Pendidikan Agama Islam, 1(01), 117-124.
  28. Rama, A., Ambiyar, A., Rizal, F., Jalinus, N., Waskito, W., & Wulansari, R. E. (2023). Konsep model evaluasi context, input, process dan product (CIPP) di sekolah menengah kejuruan. JRTI (Jurnal Riset Tindakan Indonesia), 8(1), 82. https://doi.org/10.29210/30032976000
  29. Rambe, E. (2017). Penerapan metode dakwah orang tua dalam menanamkan nilai-nilai agama kepada anak di Desa Aek Goti Kec. Silangkitang Kab. Labuhanbatu Selatan. WARAQAT: Jurnal Ilmu-Ilmu Keislaman, 2(2), 13-13. https://doi.org/10.51590/waraqat.v2i2.64
  30. Santiyadnya, N. (2021). The effectiveness of CIPP model’s implementation in secondary school. In Journal of Physics: Conference Series (Vol. 1810, No. 1, p. 012071). IOP Publishing. https://doi.org/10.1088/1742-6596/1810/1/012071
  31. Sholeh, M. I., Haris, M., Shobirin, M. S., Wahrudin, B., Muzakki, H., Ismail, T., & Ali, H. (2024). The Role of Teachers in Increasing Students' Learning Motivation in Islamic Religious Education. Jurnal Pendidikan Agama Islam, 21(2), 421-441. https://doi.org/10.14421/jpai.v21i2.8846
  32. Tuna, H., & Başdal, M. (2021). Curriculum evaluation of tourism undergraduate programs in Turkey: A CIPP model-based framework. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100324. https://doi.org/10.1016/j.jhlste.2021.100324
  33. Tuna, M. H. (2022). The professionalisation of Islamic religious education teachers. British Journal of Religious Education, 44(2), 188-199. https://doi.org/10.1080/01416200.2021.1999905
  34. 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
  35. Warju, W. (2016). Educational program evaluation using CIPP model. Invotec, 12(1). https://ejournal.upi.edu/index.php/invotec/article/view/4502
  36. Wijaya, I., Mania, S., & Rasyid, M. N. A. (2025). Evaluasi Program Daurah Online Metode Ummi untuk Orang Tua Santri Digiss Pangkep Menggunakan Model Kirkpatrick. Esensi Pendidikan Inspiratif, 7(1), 49–66.

Copyright (c) 2025 Gusni Gusni, 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

<< < 19 20 21 22 23 24 25 26 27 28 > >> 

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

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
CIPP Model Islamic High School Program Evaluation Qur'an Literacy Tadarub