The Concept of Evaluating the Fiqh Learning Process Using the CIPP Model

Authors

  • Andhika Sarfatra Winarno Institut Islam Mamba'ul 'Ulum Surakarta
  • Joko Subando Institut Islam Mamba'ul 'Ulum Surakarta

DOI:

https://doi.org/10.58230/27454312.1594

Keywords:

CIPP, evaluation, fiqh learning

Abstract

The quality of education is influenced by many factors, including students, school administrators, the environment and quality of teaching, curriculum and so on. Efforts to improve education can be taken by improving the quality of learning and a good evaluation system. Both are interrelated in the learning system. This study aims to evaluate the Fiqh Akhlak learning process at SDIT Al Madinah Putra Nogosari Boyolali. The method used is qualitative research with the CIPP model which emphasizes the process. The results of the study, namely in learning preparation, found that teachers had prepared RPP consisting of 4 components, namely: Learning Objectives (SPP), Implementation, Learning Achievements (CP), and Assessment. This shows that the RPP prepared by teachers has been in accordance with the minimum component standards because the standards set by the government in Permendikbud Number 16 of 2022 include 3 components. Teachers have also implemented learning in accordance with the standards set in Permendikbud Number 22 of 2022. Namely, fulfilling 7 points out of 10 criteria points in the Permendikbud: 1) Contextual Learning Approach, 2) Utilization of Technology, 3) Utilization of Learning Resources, 4) Diversification of Learning, 5) Collaboration and Interaction. This research is expected to provide a significant contribution to the development of the quality of Islamic education, especially in learning Fiqh Akhlak. An in-depth evaluation of the learning process will produce a comprehensive understanding of the effectiveness of teaching methods, the suitability of the curriculum, and the achievement of student competencies in forming noble morals and characters.

Downloads

Download data is not yet available.

References

Dwiaryanti, R. (2018). Growing Good Attitude (Akhlaqul Karimah) as Character Education to the Children Through “Omar and Hana” Cartoon Film Series. FIKROTUNA: Jurnal Pendidikan Dan Manajemen Islam, 8(2), 2442–2401. https://doi.org/10.32806/jf.v8i2.3228

Fadillah, M. A., Gunawan, A., & Shiddiq, A. (2023). The Role of Aqidah Akhlak Education in Forming Sturdy Aqidah and Moral Al Karimah Students at Tpi Rambung Sialang Private MA. Edumaniora : Jurnal Pendidikan Dan Humaniora, 2(1), 10–15.

Fatimah, M., Fatoni, M. H., Santoso, B., & Syarifuddin, H. (2024). School Administration: The Key to Success in Modern Educational Management. Journal of Loomingulisus Ja Innovatsioon, 1(3), 141–149. https://doi.org/10.70177/innovatsioon.v1i3.1422

Fatoni, M. H., Fatimah, M., Santoso, B., & Syarifuddin, H. (2024). The Role of School Administration in Improving Operational Effectiveness and Quality of Education. International Journal of Educatio Elementaria and Psychologia, 1(6), 315–324. https://doi.org/10.70177/ijeep.v1i6.1400

Fatoni, M. H., Rohimah, S., Santoso, B., & Syarifuddin, H. (2024). Islamic Educational Psychology: The Urgency In Islamic Religious Education Learning. Jurnal Budi Pekerti Agama Islam, 2(3), 187–195. https://doi.org/10.61132/jbpai.v2i3.316

Fatoni, M. H., & Subando, J. (2024). Evaluation of Tahfizhul Qur’an Learning in Madrasah Ibtidaiyah’s as a Premier Program. JEER: Journal of Elementary Educational Research, 4(2), 95–114.

Firdaus, Aditya, M., & Ulfah. (2024). Development of Assessment Instruments for Fiqh Learning Based on Religious Moderation at Madrasah Tsanawiyah in West Java. DIDAKTIKA: Jurnal Kependidikan, 13(1), 515–524. https://doi.org/10.58230/27454312.391

Hakim, M. W., & Sari, D. M. M. (2022). Practicing Contextual Teaching and Learning Approach to Enhance Students’ Higher Order Thinking Skill on Writing Ability. Elsya : Journal of English Language Studies, 4(3), 298–308. https://doi.org/10.31849/elsya.v4i2.11541

Inayati, M., & Mulyadi. (2023). Evaluasi Media Pembelajaran Materi Fikih Madrasah Aliyah. Pedagogika: Jurnal Ilmu-Ilmu Kependidikan, 3(1), 16–27. https://doi.org/10.57251/ped.v3i1.946

Javornik, S., & Mirazchiyski, E. K. (2023). Factors Contributing to School Effectiveness: A Systematic Literature Review. European Journal of Investigation in Health Psychology and Education, 13(10), 2095–2111. https://doi.org/10.3390/ejihpe13100148

Jayadipura, Y. (2018). In House Training Untuk Meningkatkan Kemampuan Guru Dalam Menyusun RPP. IDAARAH: Jurnal Manajemen Pendidikan, 2(2), 260–268. https://doi.org/10.24252/idaarah.v2i2.6808

Kurniawati, E. W. (2020). Evaluasi Program Pendidikan Perspektif Model CIPP (Context, Input, Process, Product). GHAITSA: Islamic Education Journal, 1(1), 19–25. https://doi.org/10.62159/ghaitsa.v5i3.168

Makalalag, A., Naharia, O., & Manuahe, C. (2024). Implementation of the Contextual Teaching and Learning Model in Improving Learning Outcomes in the Cognitive Realm of Students at MAN Model 1 Plus Keterampilan Manado. Jurnal Pendidikan Tambusai, 8(2), 22391–22404.

Mansir, F. (2020). Management of Fiqh Learning in School an Madrasah for Islamic Religious Education Teacher. Ta’dib: Jurnal Pendidikan Islam, 9(2), 78–85. https://doi.org/10.29313/tjpi.v9i2.6797

Pangesti, J. S., & Mujiburrohman. (2023). Peran Guru Fiqh dalam Meningkatkan Motivasi Belajar Siswa Pada Mata Pelajaran Fiqh di SMP Islam Amanah Ummah Mojolaban Sukoharjo. DIDAKTIKA: Jurnal Kependidikan, 12(4). https://doi.org/10.58230/27454312.267

Sari, I. A., Zulaikha, S., Puska, N., & Norza, M. (2024). Utilization of Projector Technology in 21st Century Learning: What is the Impact on Student Learning Outcomes? International Journal of Education and Teaching Zone, 3(2), 23–36. https://doi.org/10.57092/ijetz.v3i2.191

Suharnis, Rustina, Lobut, S., & Rusdin. (2023). Strengthening Student Learning Motivation in Fiqh Subjects Through the Adolescent Psychology Approach. Al-Ishlah: Jurnal Pendidikan, 15(3), 4240–4249. https://doi.org/10.35445/alishlah.v15i3.4179

Sukardi, & Inayah, N. L. (2023). Implementation of Differentiated Learning in Islamic Studies And Ethics in Secondary Schools. Profetika: Jurnal Studi Islam, 24(2). https://doi.org/10.23917/profetika.v24i02.3797

Widiastuti, I. A. M. S., & Mantra, I. B. N. (2023). Implementing Problem-based Learning to Develop Students’ Critical and Creative Thinking Skills. Jurnal Pendidikan Indonesia, 12(4). https://doi.org/10.23887/jpiundiksha.v12i4.63588

Wirakanta, A., & Sukarno, H. S. R. (2022). Investigating the Implementation of Problem-Based Learning (PBL) in English Teaching and Learning. Proceedings of the International Conference on Sustainable Innovation on Humanities, Education, and Social Sciences (ICOSI-HESS 2022), 260–273. https://doi.org/10.2991/978-2-494069-65-7_24

Downloads

Published

2025-02-18

Issue

Vol. 14 No. 1 Februari (2025): Didaktika Jurnal Kependidikan

Section

Articles

License

Dengan mengirimkan naskah artikel, berarti penulis setuju dengan segala kebijakan yang ditetapkan oleh jurnal dan penerbit.

Penulis menyatakan bahwa:

  • kebijakan ini telah diketahui dan disetujui bersama oleh semua penulis;
  • naskah artikel belum dipublikasikan secara resmi sebelumnya di media ber-ISSN atau ber-ISBN yang terdaftar, kecuali dalam bentuk abstrak atau sebagai bagian dari materi kuliah, atau skripsi/tesis/disertasi yang tidak diterbitkan;
  • naskah tidak sedang dalam proses editorial dan dipertimbangkan untuk publikasi di tempat lain;
  • publikasi naskah ini telah disetujui oleh semua penulis, institusi afiliasi penulis, otoritas yang bertanggung jawab, dan lembaga di mana kegiatan telah dilakukan;
  • naskah berisi materi yang aman dari pelanggaran hak cipta;

Perjanjian Hak Cipta dan Lisensi

  • Penulis memiliki hak cipta dan hak kepemilikan lainnya yang terkait dengan artikel.
  • Penulis memiliki hak dan diizinkan untuk menggunakan substansi artikel untuk karya-karya penulis berikutnya, termasuk untuk keperluan bahan/materi kuliah dan buku.
  • Penulis menyerahkan hak publikasi pertama kepada jurnal dengan di bawah Lisensi Creative Commons (CC BY 4.0).

Pernyataan Lisensi CC BY 4.0

Anda diperbolehkan:

  • Berbagi — menyalin dan menyebarluaskan kembali materi ini dalam bentuk atau format apapun;
  • Adaptasi — menggubah, mengubah, dan membuat turunan dari materi ini untuk kepentingan apapun, termasuk kepentingan komersial.

Pemberi lisensi tidak dapat mencabut ketentuan di atas sepanjang Anda mematuhi ketentuan lisensi berikut ini.

  • Atribusi — Anda harus mencantumkan nama yang sesuai, mencantumkan tautan terhadap lisensi, dan menyatakan bahwa telah ada perubahan yang dilakukan. Anda dapat melakukan hal ini dengan cara yang sesuai, namun tidak mengisyaratkan bahwa pemberi lisensi mendukung Anda atau penggunaan Anda.
  • Tidak ada pembatasan tambahan — Anda tidak dapat menggunakan ketentuan hukum atau sarana kontrol teknologi yang secara hukum membatasi orang lain untuk melakukan hal-hal yang diizinkan lisensi ini.

How to Cite

The Concept of Evaluating the Fiqh Learning Process Using the CIPP Model. (2025). Didaktika: Jurnal Kependidikan, 14(1 Februari), 491-498. https://doi.org/10.58230/27454312.1594