Assessing the quality of multimedia learning training programs for islamic school teachers through the CIPP evaluation model
DOI:
https://doi.org/10.70872/12waiheru.v12i1.3Keywords:
CIPP model , Islamic school, Multimedia, Quality analysis, Training programAbstract
This study aims to analyze the quality of the multimedia learning training program organized by the Balai Diklat Keagamaan Ambon. The analysis of the training program's quality was conducted using the CIPP evaluation model. The method used in this study was a mixed-methods approach. Data were collected through observation and document analysis of the Context, Input, Process, and Product aspects of the multimedia learning training program. The collected data were then analyzed using a rubric adapted from the training quality index instrument developed by the Research and Development and Training Agency of the Ministry of Religious Affairs of the Republic of Indonesia. The results of the study indicate that (1) The Context Aspect of the multimedia learning training falls into the very high quality category and is in accordance with the needs and characteristics of Islamic school teachers; (2) The Input Aspect of the multimedia learning training falls into the very high quality category which is reinforced by information on the adequacy of human resources, curriculum and facilities and infrastructure; (3) The Process Aspect of the multimedia learning training falls into the very high quality category, which is reinforced by information on the learning Process and the evaluation Process that runs systematically and comprehensively; and (4) The Product Aspect of the training falls into the very high quality category, but the scope of the evaluation on the Product aspect is still limited to short-term results so that further evaluation is needed on the Product aspect that focuses on long-term results in the form of the impact of the training on alumni. Overall, the results of this study provide theoretical contributions to strengthening program evaluation models and practical contributions as a basis for policymaking and training program development within the Ministry of Religious Affairs. To ensure the program's sustainability and effectiveness, follow-up is needed through long-term impact evaluation and strengthened post-training monitoring mechanisms, so that the training's benefits can be optimally internalized into learning practices at the Islamic school.
References
Abdullah, M. N., & Rafiudin, N. F. (2025). Efektivitas multimedia pembelajaran berbasis cerita digital sebagai inovasi untuk meningkatkan kualitas pembelajaran di sekolah dasar. Haumeni Journal of Education, 5(3), 185–196. https://doi.org/10.35508/haumeni.v5i3.26318
Aziz, S., Mahmood, M., & Rehman, Z. (2018). Implementation of CIPP Model for Quality Evaluation at School Level: A Case Study. Journal of Education and Educational Development, 5(1), 189. https://doi.org/10.22555/joeed.v5i1.1553
Basani, C. S. (2017). Kurikulum nasional yang berbasis kompetensi perguruan tinggi dengan mengacu pada kerangka kualifikasi nasional indonesia (kkni) untuk menghasilkan kualitas manusia yang kompeten. Dialogia Iuridica: Jurnal Hukum Bisnis Dan Investasi, 7(1), 56. https://doi.org/10.28932/di.v7i1.709
Damayanti, A., Aabidah, A., & Abdurrahmansyah. (2025). Transformasi model pengembangan kurikulum di era digital: analisis literatur terhadap relevansi teori dan praktik. Jurnal Pengabdian Masyarakat Dan Riset Pendidikan, 4(2), 7779–7786. https://doi.org/10.31004/jerkin.v4i2.3089
Desimone, L. M., & Garet, M. S. (2015). Best Practices in Teachers’ Professional Development in the United States. Psychology, Society, & Education, 7(3), 252. https://doi.org/10.25115/psye.v7i3.515
Fitri, N. K., Pratama, F. H., Purnomo, F., Roby, A. B., Hasanah, A., & Mangundjaya, W. L. (2025). Evaluasi Pelatihan: Menelaah Reaksi Peserta dan Proses Pembelajaran sebagai Indikator Efektivitas Pelatihan. Jurnal Komunikasi Dan Ilmu Sosial, 3(2), 83–89. https://doi.org/10.38035/jkis.v3i2.2185
Frye, A. W., & Hemmer, P. A. (2012). Program evaluation models and related theories: AMEE Guide No. 67. Medical Teacher, 34(5), 288–299. https://doi.org/10.3109/0142159X.2012.668637
Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45–51.
Kamila, N., Annas, F., & Oktavia, S. (2024). Perancangan media pembelajaran berbasis multimedia untuk meningkatkan kualitas pembelajaran di sekolah dasar. Journal of Educational Management and Strategy, 3(1), 43–49. https://doi.org/10.57255/jemast.v3i01.586
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs (3rd ed.). Berrett-Koehler Publishers.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The Technological Pedagogical Content Knowledge Framework. In Handbook of Research on Educational Communications and Technology (pp. 101–111). Springer New York. https://doi.org/10.1007/978-1-4614-3185-5_9
Manurung, P. (2021). Multimedia interaktif sebagai media pembelajaran pada masa pandemi Covid 19. Al-Fikru: Jurnal Ilmiah, 14(1), 1–12. https://doi.org/10.51672/alfikru.v14i1.33
Mubaidilla, I. A. (2025). Perkembangan media pembelajaran berbasis multimedia. Jurnal Cahaya Edukasi, 2(4), 14–21. https://doi.org/10.63863/jce.v2i4.136
Ningrum, A. P. S., & Wahyuni, S. (2025). Studi literature: Pemanfaatan virtual reality sebagai media pembelajaran untuk meningkatkan pemahaman konsep IPA. Kalam Cendekia: Jurnal Ilmiah Kependidikan, 13(2), 1406–1413. https://doi.org/10.20961/jkc.v13i2.103475
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. https://doi.org/10.1016/j.tate.2021.103305
Stufflebeam, D. L., & Coryn, C. L. (2014). Evaluation theory, models, and applications. John Wiley & Sons.
Stufflebeam, D. L., & Shinkfield, A. J. (2007). Evaluation theory, models, & applications. Jossey-Bass.
Taroreh, L. H. J. (2024). Efektivitas media pembelajaran interaktif berbasis teknologi dalam meningkatkan pemahaman konsep IPA. Jurnal Ilmu Pendidikan Guru Sekolah Dasar Dan Usia Dini, 1(1), 26–31. https://doi.org/10.70134/pedasud.v1i1.198
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/s11423-016-9481-2
Warisdiono, E., Sarma, M., Gani, D. S., & Susanto, D. (2015). Kompetensi Fasilitator Pelatihan Pusat Pengembangan dan Pemberdayaan, Pendidik dan Tenaga Kependidikan Pertanian (P4TK Pertanian) Kementerian Pendidikan dan Kebudayaan. Jurnal Penyuluhan, 9(2), 109–119. https://doi.org/10.25015/penyuluhan.v9i2.9899
Yusuf, S. M., & Kamariah, S. (2025). Transformasi digital dalam pendidikan: Analisis literatur terhadap implikasi teknologi terhadap praktik kependidikan. Al-Zayn: Jurnal Ilmu Sosial & Hukum, 3(2), 1240–1248. https://doi.org/10.61104/alz.v3i2.1356
Zainuddin, Z., & Perera, C. J. (2017). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43(1), 115–126. https://doi.org/10.1080/0309877X.2017.1356916
Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K. (2011). Using the context, input, process, and product evaluation model (CIPP) as a comprehensive framework to guide the planning, implementation, and assessment of service-learning programs. Journal of Higher Education Outreach and Engagement, 15(4), 57–84. https://eric.ed.gov/?id=ej957107
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Arsyil Waritsman, Tanwey Gerson Ratumanan, Patrisius Rahabav
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
