Evaluation of Context, Input, Process, and Product Models of Islamic Religious Character Development Programs
DOI:
https://doi.org/10.37680/scaffolding.v8i3.10834Keywords:
CIPP Model, Elementary School, Islamic Religious Character, Multisite Study, Program EvaluationAbstract
This study aims to evaluate the Islamic Religious Character Development Program using the Context, Input, Process, and Product (CIPP) model in Al Falah Elementary School, Surabaya, and Khadijah Elementary School, Surabaya. This qualitative study employed a multisite design. The research data comprised information on the context, input, process, and product of the program, obtained through in-depth interviews, participatory observations, and documentation involving principals, teachers, students, and relevant stakeholders. Data were analyzed using an interactive model of data condensation, data display, and conclusion drawing and verification, followed by within-site and cross-site analysis. The findings show that the programs were developed based on students' needs and institutional directions, supported by human resources, curriculum, program instruments, facilities, and stakeholder involvement. Implementation involved habituation, role modeling, mentoring, monitoring, and evaluation. Program products were reflected in religious practices, Qur'anic literacy and memorization, moral conduct, manners, discipline, responsibility, independence, and care for others. Observation and documentation indices reached 100% across all CIPP components, indicating strong supporting evidence rather than 100% program success. Sustainable character development requires continuous program improvement and stronger school–family collaboration.
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