Evaluation Of The Implementation Of The Islamic Religious Education Curriculum Through The Cipp Model  (Context, Input, Process, Product) At SDN 3 Bahaya

Zohdi Halil; Akhmad Syahri; Musta'in

doi:10.63922/ijeter.v4i02.2788

Zohdi Halil Universitas Islam Negeri Mataram
Akhmad Syahri Universitas Islam Negeri Mataram
Musta'in Universitas Islam Negeri Mataram

DOI: https://doi.org/10.63922/ijeter.v4i02.2788

Keywords: Islamic Religious Education, Independent Curriculum, Curriculum Evaluation, CIPP Model, SDN 3 Danger.

Abstract

This study aims to implement the Islamic Religious Education (PAI) curriculum at SDN 3 Jedang using the CIPP (Context, Input, Process, Product) model. The evaluation was conducted to determine the extent to which the PAI curriculum was able to achieve the goal of developing students' religious, moral, and social character in accordance with the direction of the Merdeka Curriculum policy. This study used a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation of PAI teachers, the principal, and fifth-grade students. The results showed that from a contextual aspect, a religious community environment, support from school policies, and parental involvement were the main supporting factors, although limited infrastructure and student learning motivation remained obstacles. From an input aspect, PAI teacher competence, principal support, and student involvement in religious activities strengthened the curriculum implementation, but limitations in technology-based learning media were still felt. From a process aspect, teachers used a variety of methods such as lectures, discussions, questions and answers, and worship practices oriented towards character building, although limited time and diverse student motivations were challenges. From the product aspect, the implementation of the PAI curriculum has a positive impact on the spiritual development and character of students, marked by increased discipline, politeness, solidarity, and active involvement in religious activities. Therefore, this study confirms that the implementation of the PAI curriculum at SDN 3 Bahaya has been quite effective, but still requires optimization of infrastructure facilities, differentiation strategies, and the use of creative media so that learning objectives can be achieved optimally.

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