Curriculum Based on Religious Values Evaluation Criteria for Religious Based Curriculum in Educational
Article Sidebar
Main Article Content
Abstract
Curriculum is the core of the educational system that plays an important role in instilling religious values and shaping students’ character. Amid technological developments and social changes, the implementation of a religious values-based curriculum needs to be evaluated to remain relevant to modern educational demands. Previous studies have mainly focused on curriculum design and learning outcomes, while comprehensive evaluations of the implementation of religious values-based curricula remain limited. This study aims to evaluate curriculum implementation using the CIPP (Context, Input, Process, Product) model through a qualitative approach involving interviews, observations, and document analysis. The findings indicate that the curriculum has been designed to integrate religious values into learning activities and school culture; however, its implementation still faces challenges related to teachers’ pedagogical competence, the use of technology, and the consistency of applying religious values. In addition, students demonstrate good religious understanding, although character strengthening and adaptation to technological developments still need improvement.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Abdullah, M. A. (2020). Religious moderation in Indonesian Islamic education. Journal of Indonesian Islam, 14(1), 155–178.
Ainiyah, N. (2019). Character education implementation in Islamic schools: Challenges and opportunities in the digital era. International Journal of Instruction, 12(2), 321–336.
Alenezi, M. (2022). Digital transformation and curriculum adaptation in contemporary education. Education and Information Technologies, 27(4), 5123–5141.
Aprianti, N., Sapruni, S., Diniah, D., Delianto, A., Rahayu, & Suhirman. (2025). Evaluation of Islamic religious education learning based on the CIPP model. Conciencia, 25(1).
Aristya, S., Zurqoni, & Khojir. (2026). The CIPP model for curriculum evaluation in Islamic education: A comprehensive literature review. AL-HAYAT Journal of Islamic Education, 10(1), 52–66.
Aziz, A., & Haron, H. (2021). Evaluating curriculum implementation using the CIPP model in Islamic education institutions. Studies in Educational Evaluation, 68, 100987.
Azra, A. (2021). Pendidikan Islam dan penguatan moderasi beragama di era digital. Jurnal Pendidikan Islam, 10(1), 1–15.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
Fauzi, A., & Zainuddin, M. (2022). Curriculum evaluation of Islamic education based on character values in Indonesian madrasah. International Journal of Evaluation and Research in Education, 11(3), 1452–1460.
Fitri, R., Zakir, S., Derta, S., & Darmawati, G. (2020). Penggunaan CIPP model dalam mengevaluasi pelaksanaan Tahfiz Qur’an di pondok pesantren. Jurnal Educative: Journal of Educational Studies, 5(1), 1–15.
Fullan, M. (2020). Learning and the pandemic: What’s next? Prospects, 49(1–2), 25–28.
Hargreaves, A. (2019). Teacher collaboration: 30 years of research on its nature, forms, limitations and effects. Teachers and Teaching, 25(5), 603–621.
Hefner, R. W. (2019). Islamic schools, social movements, and democracy in Indonesia. Journal of Asian Studies, 78(3), 567–589.
Kimmons, R., Graham, C. R., & West, R. E. (2020). The PICRAT model for technology integration in teacher preparation. British Journal of Educational Technology, 51(5), 1768–1782.
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22.
Lubis, M., Yunus, M., & Hidayat, T. (2023). Integration of digital literacy and Islamic values in curriculum development. Education Sciences, 13(5), 411–425.
Machali, I. (2021). Islamic education curriculum transformation in the era of society 5.0. Qudus International Journal of Islamic Studies, 9(2), 377–402.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). Sage Publications.
Muhaimin. (2020). Pengembangan kurikulum pendidikan agama Islam berbasis nilai karakter. Jurnal Pendidikan Agama Islam, 17(2), 133–148.
Nurhaliza, Munajat, N., & Rifai, I. (2025). The CIPP model in evaluating the independent curriculum: A study of Islamic religious education and ethics. Kalijaga Journal of Islamic Religious Education.
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues (7th ed.). Pearson Education.
Pinar, W. F. (2019). Curriculum theory since 2000: A critical review. Journal of Curriculum Studies, 51(4), 455–472.
Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency and curriculum change. Journal of Curriculum Studies, 47(2), 187–206.
Rahman, F., & Hasanah, U. (2024). Evaluating value-based curriculum implementation in Islamic higher education institutions. International Journal of Educational Development, 102, 102890.
Rahman, M. H. (2019). Integration of religious values in curriculum development and classroom practices. International Journal of Instruction, 12(1), 567–584.
Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), 335–349.
Salam, A., & Faslah, R. (2025). Evaluating the quality of Islamic religious education using the CIPP model. Pendas: Jurnal Ilmiah Pendidikan Dasar.
Schiro, M. (2013). Curriculum theory: Conflicting visions and enduring concerns (2nd ed.). Sage Publications.
Shah, A., Siregar, M. D. A., & Halimah, S. (2024). Evaluasi Kurikulum Merdeka pelajaran PAI melalui model context, input, process, dan product (CIPP). MUDABBIR Journal Research and Education Studies.
Sugiyono. (2022). Metode penelitian kualitatif. Alfabeta.
Sukiman, Suyatno, & Yap, S. N. K. (2021). Revitalizing love and compassion values education at religious education learning in national curriculum in Indonesia. Jurnal Pendidikan Agama Islam, 18(2), 331–352.
Sukmadinata, N. S. (2019). Pengembangan kurikulum: Teori dan praktik. Remaja Rosdakarya.
Suyatno, Jumintono, & Wantini. (2022). Strengthening prophetic values through Islamic education curriculum. Heliyon, 8(9), e10725.
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2020). Enhancing teachers’ digital competence through curriculum reform. Teaching and Teacher Education, 92, 103064.
Tsani, I., Arsyadana, A., Sufirmansyah, & 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).
Voogt, J., Knezek, G., Christensen, R., & Lai, K. W. (2018). Developing computational thinking in compulsory education: Implications for policy and practice. Education and Information Technologies, 23(2), 715–728.
Zhao, Y. (2021). Build back better: Avoid the learning loss trap. Prospects, 51(4), 557–561.