EVALUATION OF CIPP-BASED CURRICULUM MANAGEMENT IN IMPROVING EDUCATIONAL PERFORMANCE
DOI:
https://doi.org/10.58432/hxmc9c48Keywords:
CIPP, Curriculum Evaluation, Improving Learning Quality, ManagementAbstract
The quality of learning in Indonesia still faces various challenges, such as the mismatch between the curriculum and student needs and limited resources. Curriculum evaluation based on the CIPP (Context, Input, Process, Product) model is considered a comprehensive approach to improving the overall quality of education. This study used a literature review method with qualitative and comparative analysis of various studies on the application of the CIPP model in curriculum evaluation, specifically the Merdeka Curriculum and the 2013 Curriculum. The results show that context evaluation helps adapt the curriculum to the needs of the learning environment, while input evaluation highlights the importance of teacher readiness and supporting facilities. Process evaluation reveals the need for innovation in learning methods for greater effectiveness, and product evaluation shows improved student learning outcomes despite persistent implementation challenges. The CIPP model has proven effective as a holistic and sustainable evaluation tool to support improvements in the quality of learning. Thus, the implementation of CIPP-based curriculum evaluation is highly recommended as a strategy to improve the quality of education systematically and adaptively according to current developments.
Downloads
References
Arikunto, S., & Jabar, C. S. A. (2022). *Evaluasi program pendidikan*. Bumi Aksara.
Ernawati, E., Rasyid, M. N. A., & Mania, S. (2025). Evaluasi model CIPP pada program pendidikan inklusif di SD. *LEARNING: Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran, 5*(2), 509–522. doi: 10.51878/learning.v5i2.4869
Fattah, N. (2020). *Landasan manajemen pendidikan*. Remaja Rosdakarya.
Hamalik, O. (2020). *Manajemen pengembangan kurikulum*. Remaja Rosdakarya.
Hattarina, S., & Agustin, R. (2024). Evaluasi Kurikulum Merdeka menggunakan model CIPP pada sekolah dasar. *Cendekia Pendidikan, 3*(1), 19.
Kementerian Pendidikan Dasar dan Menengah Republik Indonesia. (2023). *Kurikulum Merdeka: Panduan implementasi*. Kemendikbudristek.
Kompas.com. (2025, May 4). *Mendikdasmen sebut 3 tantangan pendidikan, salah satunya hasil PISA*.
Miftahudin, M. F., Nufus, N. T., & Hilaliyah, T. (2024). Evaluasi implementasi Kurikulum Merdeka dalam praktik pembelajaran sekolah di Indonesia. *Jurnal Sadewa: Publikasi Ilmu Pendidikan, Pembelajaran dan Ilmu Sosial, 3*(1), 159–168.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). *Qualitative data analysis: A methods sourcebook* (4th ed.). Sage Publications.
Mujahid, T. (2024). Systematic literature review: Peran filsafat pendidikan Islam terhadap kurikulum pendidikan Islam. *Multatuli Jurnal Multidisiplin, 1*(1), 52–67.
Mulyasa. (2022). *Manajemen dan kepemimpinan kepala sekolah*. Bumi Aksara.
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.
Rusman. (2021). *Manajemen kurikulum*. Rajawali Pers.
Stufflebeam, D. L., & Coryn, C. L. S. (2014). *The CIPP evaluation model: How to evaluate for improvement and accountability*. Guilford Press.
Stufflebeam, D. L., & Shinkfield, A. J. (2007). *Evaluation theory, models, and applications*. Jossey-Bass.
Suprapto, Y., Hariyanto, B. B., Rifai, M., & Prabowo, A. S. (2023). Implementasi laboratorium virtual menggunakan model evaluasi CIPP. *Jurnal Penelitian, 8*(2), 131–139.
UNESCO. (2021). *Reimagining our futures together: A new social contract for education*. UNESCO.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Muhammad Abdillah khairi, Muhammad Syam, Inom Nasution (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
