Cipp Evaluation Model in the Community-Based Independent Curriculum (IKMBK) in Improving the Quality of Learning (Multisite Study of Madrasah Ibtidaiyah Negeri 11 Blitar Regency and Madrasah Ibtidaiyah Negeri Blitar City)

Abstract

The implementation of the Community-Based Independent Curriculum (IKMBK) in madrasas is a strategic effort to improve the quality of learning through a contextual, collaborative, and character-oriented approach to strengthening students' character. However, the implementation of the curriculum requires a comprehensive evaluation system so that its implementation runs effectively and sustainably. This study aims to analyze the planning, implementation, and implications of the CIPP (Context, Input, Process, Product) Evaluation Model in the implementation of the Community-Based Independent Curriculum in Madrasah Ibtidaiyah Negeri 11 Blitar Regency and Madrasah Ibtidaiyah Negeri Blitar City. This study uses  a qualitative  approach with a multi-site study type. Data collection techniques include in-depth interviews, observations, and documentation studies. The research informants consist of madrasah heads, deputy heads of curriculum, madrasah supervisors, religious education and training centers, and academics. Data analysis is carried out through data reduction, data presentation, and conclusion drawn, while data validity is ensured through triangulation of sources and techniques. The results of the study show that: (1)  the CIPP Evaluation Model planning in the two madrasas has been prepared by considering environmental characteristics, resource readiness, and community involvement as learning partners; (2) the implementation of the CIPP Evaluation Model functions as a tool for continuous reflection that helps madrasas in controlling the learning process, improving teacher professionalism, and strengthening school and community collaboration; and (3)  the implications of the implementation of the CIPP Evaluation Model have a positive impact on improving the quality of learning, strengthening the character of students, and the growth of evaluative culture and data-based decision-making in madrasas. The cross-site findings show that there are similarities in the use of the CIPP Model as an instrument for quality improvement, but there are differences in implementation strategies that are influenced by the social context and environmental characteristics of each madrasah. Thus, this study concludes that the CIPP Evaluation Model is effectively used in supporting the success of the Community-Based Independent Curriculum in madrasas and is flexible to be applied according to local needs and potential.