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
Al-Khalifi, A. M., Ibrahim, N., & Salam, S. N. A. (2025). Investigating the Application of Multimedia Learning Principles in Dubai Police Smart Training Center: A Content Analysis. Journal of Intercultural Communication, 155–155. https://doi.org/10.36923/jicc.vi.1215
Bajaj, J., Harlalka, A., Kumar, A., Punekar, R. M., Sorathia, K., Deshmukh, O., & Yadav, K. (2015). Audio Cues: Can Sound Be Worth a Hundred Words? (pp. 14–23). https://doi.org/10.1007/978-3-319-20609-7_2
Bali, C., Tasdelen, B., Bandi, S., & Zsidó, A. (2026). Understanding the cognitive cost of multimedia learning: effects of visual load and language proficiency. Cognitive Research: Principles and Implications, 11(1), 2. https://doi.org/10.1186/s41235-025-00699-2
Bali, C., Várkonyi, G., Szabó, M., & Zsidó, A. N. (2025). The impact of visual cues on reducing cognitive load in interactive storybooks for children. Journal of Experimental Child Psychology, 260, 106320. https://doi.org/10.1016/j.jecp.2025.106320
Bhat, Z. H. (2024). Evaluating training effectiveness in India: Exploring the relationship between training components, metacognition and learning outcomes. International Journal of Training and Development, 28(1), 86–117. https://doi.org/10.1111/ijtd.12311
Bilasa, P., & Taspinar, M. (2020). Opinions of the Students from Foreign Language Teaching Departments about their Undergraduate Programs. International Journal of Educational Methodology, 6(2), 367–380. https://doi.org/10.12973/ijem.6.2.367
Chen, H. T. (2016). Interfacing theories of program with theories of evaluation for advancing evaluation practice: Reductionism, systems thinking, and pragmatic synthesis. Evaluation and Program Planning, 59, 109–118. https://doi.org/10.1016/j.evalprogplan.2016.05.012
Chun, K. H., Lee, J. S., Jeong, S. Y., & Park, Y. S. (2025). Evaluation of an infectious disease response training program for primary care physicians using Kirkpatrick’s four levels and the Context, Input, Process, and Product model: a mixed methods study. Journal of Educational Evaluation for Health Professions, 22, 40. https://doi.org/10.3352/jeehp.2025.22.40
Darmawan, I. A., Budiyanta, N. E., Aribowo, D., Fatkhurokhman, M., Hamid, M. A., Guntara, Y., & Nurhaji, S. (2020). Electricity course on vocational training centers: a contribution to unemployment management. Journal of Physics: Conference Series, 1456(1), 012048. https://doi.org/10.1088/1742-6596/1456/1/012048
Dizon, A. G. (2023). Historical development of CIPP as a curriculum evaluation model. History of Education, 52(1), 109–128. https://doi.org/10.1080/0046760X.2022.2098390
Dowling, K., & Barry, M. M. (2020). The Effects of Implementation Quality of a School-Based Social and Emotional Well-Being Program on Students’ Outcomes. European Journal of Investigation in Health, Psychology and Education, 10(2), 595–614. https://doi.org/10.3390/ejihpe10020044
Duan, P., Xiang, J., Niu, H., & Han, C. (2023). Construction of Evaluation Index for Chinese Engineering Undergraduates Based on CIPP Model. Sage Open, 13(1). https://doi.org/10.1177/21582440221149415
Erihadiana, M., & Syaripudin, U. (2026). Advancing Faith-Based Higher Education: Asian Journal of Human Services, 30(1). https://doi.org/10.14391/ajhs.e3001.1.006
Gano-Overway, L. A., Sackett, S. C., Wigglesworth, J., & Knight, M. E. (2023). Program Evaluation of a University-Based Coach Education Program. International Sport Coaching Journal, 10(2), 289–304. https://doi.org/10.1123/iscj.2022-0050
Gautam, P. K., Gautam, D. K., & Basnet, D. (2023). Social Support for Training Effectiveness: Mediating Training Transfer Motivation and Moderating Transfer Design. FIIB Business Review. https://doi.org/10.1177/23197145231187487
Gichuhi, L. (2025). Teacher Trainees’ Perspectives on the Use of Technology for Teaching and Learning in Forced Displacement Contexts. Journal of Interactive Media in Education, 2025(1). https://doi.org/10.5334/jime.884
Han, X. (2025). Research on english E-learning teaching model based on digital entertainment and gamification experience: Interactive teaching experience. Entertainment Computing, 52, 100867. https://doi.org/10.1016/j.entcom.2024.100867
Hu, C.-C., Yeh, H.-C., & Chen, N.-S. (2023). Teacher development in robot and IoT knowledge, skills, and attitudes with the use of the TPACK-based Support-Stimulate-Seek approach. Interactive Learning Environments, 31(9), 5811–5830. https://doi.org/10.1080/10494820.2021.2019058
Hughes, A. M., Zajac, S., Woods, A. L., & Salas, E. (2020). The Role of Work Environment in Training Sustainment: A Meta-Analysis. Human Factors: The Journal of the Human Factors and Ergonomics Society, 62(1), 166–183. https://doi.org/10.1177/0018720819845988
Kamilia, F. F. S., Wahyudin, D., & Dewi, L. (2023). CIPP evaluation model: E-learning based life skills training. 060001. https://doi.org/10.1063/5.0111265
Khaksar, M., Kiany, G. R., & ShayesteFar, P. (2023). Using a CIPP-Based Model for Evaluation of Teacher Training Programs in a Private-sector EFL Institutes. Language Teaching Research Quarterly, 38, 65–91. https://doi.org/10.32038/ltrq.2023.38.04
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs (3rd ed.). Berrett-Koehler Publishers.
Klave, E., & Cane, R. (2024). Digital transformation of higher education: Integrating multimedia systems into the study process. ENVIRONMENT. TECHNOLOGY. RESOURCES. Proceedings of the International Scientific and Practical Conference, 2, 168–174. https://doi.org/10.17770/etr2024vol2.8017
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
Kumar, S. (2026). Impact of Digital Transformation in Education Systems (pp. 1–24). https://doi.org/10.4018/979-8-3373-8857-1.ch001
Liu, S.-H. (2013). Exploring the Instructional Strategies of Elementary School Teachers When Developing Technological, Pedagogical, and Content Knowledge via a Collaborative Professional Development Program. International Education Studies, 6(11). https://doi.org/10.5539/ies.v6n11p58
Luthfi, N. F., & Supahar. (2024). Literature review and synthesis: CIPO evaluation model in the implementation of the online learning program for biology subjects. 030012. https://doi.org/10.1063/5.0133677
Manhas, R., Ravindran, K., Mishra, P., Chandna, M., Singla, A., & Saraswati. (2025). Evaluating the role of employee training and development programs on organizational performance. Multidisciplinary Science Journal, 7, 2025ss0213. https://doi.org/10.31893/multiscience.2025ss0213
Mayer, R. E. (2014). Multimedia Instruction. In Handbook of Research on Educational Communications and Technology (pp. 385–399). Springer New York. https://doi.org/10.1007/978-1-4614-3185-5_31
Mayer, R. E. (2021). Cognitive Theory of Multimedia Learning. In The Cambridge Handbook of Multimedia Learning (pp. 57–72). Cambridge University Press. https://doi.org/10.1017/9781108894333.008
Mayer, R. E., & Fiorella, L. (2021). Introduction to Multimedia Learning. In The Cambridge Handbook of Multimedia Learning (pp. 3–16). Cambridge University Press. https://doi.org/10.1017/9781108894333.003
Mirzazadeh, A., Gandomkar, R., Hejri, S. M., Hassanzadeh, G., Koochak, H. E., Golestani, A., Jafarian, A., Jalili, M., Nayeri, F., Saleh, N., Shahi, F., & Razavi, S. H. E. (2016). Undergraduate medical education programme renewal: a longitudinal context, input, process and product evaluation study. Perspectives on Medical Education, 5(1), 15–23. https://doi.org/10.1007/S40037-015-0243-3
Misran, N., Mokri, S. S., Husain, H., & Zaki, W. M. D. W. (2011). Continual Quality Improvement Process for Undergraduate Programs. Procedia - Social and Behavioral Sciences, 18, 565–574. https://doi.org/10.1016/j.sbspro.2011.05.083
Nemec, P. B. (2018). Training evaluation. Psychiatric Rehabilitation Journal, 41(1), 80–81. https://doi.org/10.1037/prj0000291
Ngandoh, S. T., Riandi, R., Rahmat, A., & Muslim, M. (2025). Artificial intelligence-integrated interactive multimedia to improve conceptual understanding in eighth-grade science learning. SciEnggJ, 18(Supplement), 219–224. https://doi.org/10.54645/202518SupLQR-24
Nyirahabimana, P., Minani, E., Nduwingoma, M., & Kemeza, I. (2024). Assessing the impact of multimedia application on student conceptual understanding in Quantum Physics at the Rwanda College of Education. Education and Information Technologies, 29(3), 3423–3444. https://doi.org/10.1007/s10639-023-11970-8
Paton, R. (2017). Reviewing and Reporting Results. In Handbook of Corporate University Development (pp. 123–132). Routledge. https://doi.org/10.4324/9781351156844-12
Pierce, A. M., Sanetti, L. M. H., Collier-Meek, M. A., & Johnson, A. H. (2025). Evaluating the Impact of Implementation Planning: A Preregistered Meta-Analysis. School Psychology Review, 54(4), 482–497. https://doi.org/10.1080/2372966X.2024.2365624
Ramaila, S. M. (2026). Embracing Digital Transformation (pp. 85–114). https://doi.org/10.4018/979-8-3373-1190-6.ch003
Rekha, K., & Thangarajathi, S. (2026). E-learning platforms and digital resources. In Handbook on Integrating Smart Technologies for Sustainable Development (pp. 11–25). CRC Press. https://doi.org/10.1201/9781003586951-2
Rogala, P., Batko, R., & Wawak, S. (2017). Factors affecting success of training companies. Studies in Continuing Education, 39(3), 357–370. https://doi.org/10.1080/0158037X.2017.1336995
Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., Kim, J., & Kratochwill, T. R. (2014). Using implementation planning to increase teachers’ adherence and quality to behavior support plans. Psychology in the Schools, 51(8), 879–895. https://doi.org/10.1002/pits.21787
Shukla, A., Dash, S., & Kumar, A. (2024). Factors affecting transfer of online training: A systematic literature review and proposed taxonomy. Human Resource Development Quarterly, 35(3), 363–390. https://doi.org/10.1002/hrdq.21518
Sopha, S., & Nanni, A. (2019). The CIPP Model: Applications in Language Program Evaluation. The Journal of AsiaTEFL, 16(4), 1360–1367. https://doi.org/10.18823/asiatefl.2019.16.4.19.1360
Staneviciene, E., & Žekienė, G. (2025). The Use of Multimedia in the Teaching and Learning Process of Higher Education: A Systematic Review. Sustainability, 17(19), 8859. https://doi.org/10.3390/su17198859
Supitayakul, P., Yücel, Z., & Monden, A. (2023). Artificial Neural Network Based Audio Reinforcement for Computer Assisted Rote Learning. IEEE Access, 11, 39466–39483. https://doi.org/10.1109/ACCESS.2023.3266731
Toosi, M., Modarres, M., Amini, M., & Geranmayeh, M. (2021). Context, Input, Process, and Product Evaluation Model in medical education: A systematic review. Journal of Education and Health Promotion, 10(1). https://doi.org/10.4103/jehp.jehp_1115_20
Uwineza, I., Uworwabayeho, A., & Yokoyama, K. (2023). Grade-3 Learners’ Performance and Conceptual Understanding Development in Technology-Enhanced Teaching With Interactive Mathematics Software. European Journal of Educational Research, volume-12-(volume-12-issue-2-april-2023), 759–774. https://doi.org/10.12973/eu-jer.12.2.759
Vilppola, J., Lämsä, J., Vähäsantanen, K., & Hämäläinen, R. (2022). Teacher Trainees’ Experiences of the Components of ICT Competencies and Key Factors in ICT Competence Development in Work-Based Vocational Teacher Training in Finland. International Journal for Research in Vocational Education and Training, 9(2), 146–166. https://doi.org/10.13152/IJRVET.9.2.1
Wahba, K., Kyriakidou, N., & Astley, J. (2021). Transfer of training: an effective tool of knowledge application. Global Business and Economics Review, 25(3/4), 273. https://doi.org/10.1504/GBER.2021.118703
Wang, G. G., & Wilcox, D. (2006). Training Evaluation: Knowing More Than Is Practiced. Advances in Developing Human Resources, 8(4), 528–539. https://doi.org/10.1177/1523422306293007
Xu, L., Yang, X., & Ye, R. (2026). Research on the Evaluation of Teachers’ Ability in Higher Vocational Colleges Under the Background of Digital Transformation: Theoretical Framework and System Design (pp. 53–68). https://doi.org/10.1007/978-3-032-06320-5_5
Yalçın Çer, Ö. (2026). Evaluating the Turkish Classroom-Teaching Undergraduate Program: A CIPP Model Approach. Sage Open, 16(1). https://doi.org/10.1177/21582440261416973
Yeh, H.-C., Fu, J. S., & Chang, Y.-N. (2026). Integrating technology in EFL classrooms: a technology-facilitated lesson study model for developing CALL competencies. International Journal for Lesson & Learning Studies, 15(2), 82–98. https://doi.org/10.1108/IJLLS-09-2025-0254
Zhang, L. (2026). Development and application effect of multimedia teaching resources for children’s literature supported by software. Australian Journal of Electrical and Electronics Engineering, 1–14. https://doi.org/10.1080/1448837X.2025.2611672
Zhang, S., & Zhou, A. (2023). The Construction and Practice of a TPACK Development Training Model for Novice University Teachers. Sustainability, 15(15), 11816. https://doi.org/10.3390/su151511816
Zhang, Y., Li, X., Zhang, H., Liu, H., & Li, Q. (2024). Analysis of the effectiveness of the teaching reform of traditional Chinese medicine nursing courses in colleges and universities based on the CIPP evaluation model. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-0562
Zunaidah, A., & Asih, R. (2024). Tapping into The Interactive Online Classroom: The Use of Multimedia in E-Learning. 2024 2nd International Conference on Software Engineering and Information Technology (ICoSEIT), 13–18. https://doi.org/10.1109/ICoSEIT60086.2024.10497472
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.
