KAJIAN KOMPREHENSIF EVALUASI PEMBELAJARAN MODEL CIPP (CONTEXT, INPUT, PROCESS, PRODUCT): PELUANG DAN TANTANGANNYA DALAM KONTEKS PEMBELAJARAN

Abstract

Islamic Religious Education (PAI) possesses multidimensional characteristics that are not merely oriented toward the transfer of knowledge (cognitive domain), but also toward the internalization of values, the development of noble character, and the practice of worship (affective and psychomotor domains). Therefore, the implementation of a holistic evaluation system is highly crucial in comprehensively assessing the success of PAI learning. This article aims to examine the implementation of the CIPP (Context, Input, Process, Product) evaluation model, along with its opportunities and challenges within the context of PAI learning. This study employs a descriptive qualitative method through a library research approach by collecting and analyzing relevant academic literature related to educational evaluation and the PAI curriculum. The findings indicate that the CIPP model is highly relevant for application in PAI due to its ability to evaluate programs continuously from beginning to end. The main opportunities offered by this model include facilitating decision-making for continuous improvement, enhancing institutional accountability, and aligning assessment practices with the ultimate objective of PAI in shaping insan kamil (the complete human being). On the other hand, the implementation of the CIPP model also faces several challenges, including the complexity and lengthy duration of the evaluation process, the high potential for educator subjectivity in measuring spiritual and affective outcomes within the product component, and the limited methodological competence of teachers in developing valid evaluation instruments. As a solution, the implementation of the CIPP model requires the adaptation of standardized instruments and the enhancement of evaluation literacy among PAI educators.