Integrating Islamic Educational Values and Teacher Professional Formation: A CIPP-Based Evaluation in Contemporary Contexts
This study critically evaluates the implementation of the Professional Teacher Education Program (PPG) within an Islamic higher education context using the Context, Input, Process, and Product (CIPP) model, with a particular focus on how Islamic educational values shape teacher professional formation. This research employs a qualitative case study design involving program administrators, lecturers, mentor teachers, and participants. Data were collected through in-depth interviews, observations, and document analysis, and were analyzed using thematic analysis aligned with the CIPP framework. The findings suggest that the PPG program is institutionally robust and contextually relevant in addressing the demand for certified teachers. However, recent efficiency-oriented transformations have reduced opportunities for reflective learning, intensive mentoring, and value internalization. Islamic educational values are systematically embedded in curriculum design, pedagogical interaction, and the formation of professional teacher identity. This study reconceptualizes Islamic educational values not as supplementary elements but as structuring principles that shape all dimensions of program evaluation within the CIPP framework. The study advances an integrative evaluation framework linking professional competence, ethical orientation, and institutional identity, while contributing to global discussions on culturally responsive teacher education.
Downloads
References
Abbott, M. L., & Lee, K. K. (2022). Researcher‐supported professional learning and development for instructors in adult L2 programs: Factors leading to ongoing communities of practice. The modern language journal, 106(3), 617-634. https://doi.org/10.1111/modl.12793
Ahmad, Maiss & Wilkins, Stephen. (2024). Purposive sampling in qualitative research: a framework for the entire journey. Quality & Quantity. 59. 1461-1479. https://doi.org/10.1007/s11135-024-02022-5
Al-Momani, M., Hamadat, M. H., Murtada, M. A., & Rababa, E. M. (2024). The role of Jordanian teachers in promoting an Islamic culture of tolerance from first-semester students’ point of view. Millah: Journal of Religious Studies, 23(1), 275–300. https://doi.org/10.20885/millah.vol23.iss1.art9
Amemasor, S. K., Oppong, S. O., Ghansah, B., Benuwa, B. B., & Agbeko, M. (2025). The influence of digital professional development and professional learning communities in the relationship between school digital preparedness and digital instructional integration. PLoS One, 20(7). https://doi.org/10.1371/journal.pone.0328883
Ardi, P., Widyaningsih, T. L., & Widiati, U. (2023). Appreciative collaborative reflection to catalyze Indonesian EFL teachers’ identity configuration in a teacher professional education program. Education and Self Development, 18(2), 10-26. https://doi.org/10.26907/esd.18.2.02
Bahri, R., Rofiqi, R., Kusaeri, & Rusydiyah, E. F. (2025). Religious moderation education: a comparative study of Islamic approaches in Indonesia and Malaysia with implications for faith-based education. International Studies in Catholic Education, 1-23. https://doi.org/10.1080/19422539.2025.2519727
Bond, M., Bedenlier, S., Marín, V.I. et al. (2021). Emergency remote teaching in higher education: mapping the first global online semester. Int J Educ Technol High Educ 18, 50. https://doi.org/10.1186/s41239-021-00282-x
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications.
Chang, C. F., Annisa, N., & Chen, K. Z. (2025). Pre-service teacher professional education program (PPG) and Indonesian science teachers' TPACK development: A career-path comparative study. Education and Information Technologies, 30(7), 8689-8711. https://doi.org/10.1007/s10639-024-13160-6
Chanthalangsy, P., Phommachanh, K., Sysouphanthong, S., Chanthakhot, V., Xaydalasouk, K., & Buekens, P. (2024). Program evaluation of postgraduate obstetrics and gynecology training in Lao People’s Democratic Republic using the CIPP model. BMC Medical Education, 24, Article 49. https://doi.org/10.1186/s12909-023-04942-6
Ciampa, K., & Reisboard, D. (2024). Empowering teacher educators: Advancing culturally responsive practices through professional development. Action in Teacher Education, 46(4), 350-371. https://doi.org/10.1080/01626620.2024.2357088
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Daniela, L. (2025). Integrating Technology for Pedagogical, Technological, and Socio-Ethical Sustainability in Education. Technology, Knowledge and Learning, 1-10. https://doi.org/10.1007/s10758-025-09936-5
Erdmann, A., & Potthoff, S. (2023). Decision criteria for the ethically reflected choice of a member check method in qualitative research: A proposal for discussion. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231177664
Faqihuddin, A., Islamy, M. R. F., Jenuri, & Suresman, E. (2026). Preservice Religious Teachers’ Perspectives on the Teaching Practitioner Program in Indonesia. Religious Education, 1-15. https://doi.org/10.1080/00344087.2026.2618939
Forslund Frykedal, K., Hammar Chiriac, E., Fjellström, M., Stenberg, M., & Aspfors, J. (2025). Work-integrated learning in teacher education. Cogent Education, 12(1), Article 2534157. https://doi.org/10.1080/2331186X.2025.2534157
Hilliger, I., Miranda, C., Celis, S., & Pérez‐Sanagustín, M. (2024). Curriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of design. British Journal of Educational Technology, 55(3), 785-801. https://doi.org/10.1111/bjet.13374
Hope, S. T., Abrams, L. M., & Marshall, D. T. (2022). Coaching in teacher residency programs: a strategy for professional learning and development for in-service teachers. International Journal of Mentoring and Coaching in Education, 11(4), 434-451. https://doi.org/10.1108/IJMCE-11-2021-0102
Huda, M. (2024). Between accessibility and adaptability of digital platform: investigating learners' perspectives on digital learning infrastructure. Higher education, skills and work-based learning, 14(1), 1-21. https://doi.org/10.1108/HESWBL-03-2022-0069
Irene, E. A. (2023). Evaluation of teacher education curricula and its relevance to licensure examination using context, input, process and product (CIPP) model. Social Sciences & Humanities Open, 8(1), 100607. https://doi.org/10.1016/j.ssaho.2023.100607
Lapidot-Lefler, N. (2025). Teacher responsiveness in inclusive education: A participatory study of pedagogical practice, well-being, and sustainability. Sustainability, 17(7), 2919. https://doi.org/10.3390/su17072919
Liu, L. B., Conner, J. M., & Li, Q. (2023). Cultivating teacher professionalism in Chinese and US settings: contexts, standards, and personhood. Education Inquiry, 14(1), 22-39. https://doi.org/10.1080/20004508.2021.1950274
Mardatillah, F., Muchlinarwati, M., & Abdurrahman, D. (2025). Integrating Islamic educational values in higher education: A framework for social cohesion and peacebuilding in Aceh. Journal of Peacebuilding & Development, 20(2), 150-170. https://doi.org/10.1177/15423166251342683
Mardhiah, M., Musgamy, A., & Lubis, M. (2023).
Teacher professional development through the teacher education program (PPG) at Islamic education institutions. International Journal of Learning, Teaching and Educational Research, 22(11), 80–95.
https://doi.org/10.26803/ijlter.22.11.5
Masuwai, A., Zulkifli, H., & Hamzah, M. I. (2024). Self-assessment for continuous professional development: The perspective of Islamic Education. Heliyon, 10(19), e38268. https://doi.org/10.1016/j.heliyon.2024.e38268
Maxwell, B., Káplár-Kodácsy, K., Hobson, A. J., & Hotham, E. (2024). Effective mentor training, education and development: a qualitative multilevel meta-synthesis. International Journal of Mentoring and Coaching in Education, 13(4), 422-440. https://doi.org/10.1108/IJMCE-07-2023-0068
McGill, A., McCloskey, R., Smith, D., & Veitch, B. (2023). Establishing trustworthiness in health care process modelling: a practical guide to quality enhancement in studies using the functional resonance analysis method. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231183616
Meissonier, R., Godé, C., Goudey, A., Quinio, B., & Loupiac, P. (2026). Legitimacy and Illegitimacy of Generative Artificial Intelligence in Higher Education: Perceptions from the French Management Context. Communications of the Association for Information Systems, 58(1), 45. https://aisel.aisnet.org/cais/vol58/iss1/45/
Mejía‐Rodríguez, A. M., & Kyriakides, L. (2022). What matters for student learning outcomes? A systematic review of studies exploring system‐level factors of educational effectiveness. Review of Education, 10(3), e3374. https://doi.org/10.1002/rev3.3374
Nurdin, A., Hendra, H., Khozin, K., Haris, A., Zainab, N., & Yahaya, M. Z. (2024).
Developing Islamic Religious Education curriculum in inclusive schools: A systematic literature review. Jurnal Pendidikan Agama Islam, 21(1), 94–110.
https://doi.org/10.14421/jpai.v21i1.6907
Ogunkan, D. V., & Akinpelu, O. P. (2026). Methodology mayhem in urban planning research: A call for methodological triangulation. Quality & Quantity, 60(1), 1679-1704. https://doi.org/10.1007/s11135-025-02272-x
Papavlasopoulou, S., et al. (2024). Early childhood pre-service teachers’ preparation for using digital technology: A systematic literature review. Journal of Education for Teaching. Advance online publication. https://doi.org/10.1080/02619768.2024.2341935
Pishghadam, R., Golzar, J., & Miri, M. A. (2022). A new conceptual framework for teacher identity development. Frontiers in Psychology, 13, 876395. https://doi.org/10.3389/fpsyg.2022.876395
Purwanto, Y., Saepudin, A., & Sofaussamawati. (2023).
The development of reflective practices for Islamic Religious Education teachers. Jurnal Pendidikan Islam, 9(1), 107–122.
https://doi.org/10.15575/jpi.v0i0.24155
Rafiq, A. A., Putra, D. S., Triyono, M. B., Djatmiko, I. W., & Lomovtseva, N. (2024). Research on Work-Integrated Learning: Overview of Publication Trends. International Journal of Work-Integrated Learning, 25(4), 537-564. https://eric.ed.gov/?id=EJ1455587
Rahman, A. (2022). Investigating school conditions for teachers’ professional learning and development in Indonesia. Teacher Development, 26(2), 240-262. https://doi.org/10.1080/13664530.2022.2034662
Rahmi, I., & Rassanjani, S. (2025). Enhancing teacher quality in Indonesia: The impact of teacher professional development on achieving sustainable development goal 4.c. Social Sciences & Humanities Open, 12, 102123. https://doi.org/10.1016/j.ssaho.2025.102123
Ramli, R., Razali, R., Gadeng, A. N., Diana, N., & Hariadi, J. (2025). Integrating local knowledge into higher education: A qualitative study of curriculum innovation in Aceh, Indonesia. Education Sciences, 15(9), 1214. https://doi.org/10.3390/educsci15091214
Riaz, M., Baloch, F., Siddiqui, M., Ejaz, R., & Bashir, M. (2023). The role of islamic education in promoting peace and tolerance. Al-Qanṭara, 9(4), 308-327.
Riaz, M., Baloch, F., Siddiqui, M., Ejaz, R., & Bashir, M. (2023). The role of islamic education in promoting peace and tolerance. Al-Qanṭara, 9(4), 308-327.
Saada, N. (2023). Educating for global citizenship in religious education: Islamic perspective. International Journal of Educational Development, 103, 102894. https://doi.org/10.1016/j.ijedudev.2023.102894
Sabariah, S., Hakim, L., Kadori, K., Zahra, A., & Muin, A. (2023).
Teacher development to augment pedagogical competence in Society 5.0. Tafkir: Interdisciplinary Journal of Islamic Education, 4(4), 665–682.
https://doi.org/10.31538/tijie.v4i4.744
Sagala, R., & Kandedes, I. (2024). The role of Islamic education teachers in addressing the negative impact of TikTok on teenagers in Lampung, Indonesia. Millah: Journal of Religious Studies, 23(2), 947–990. https://doi.org/10.20885/millah.vol23.iss2.art14
Sankaran, S., & Saad, N. (2022, June). Evaluating the bachelor of education program based on the context, input, process, and product model. In Frontiers in Education (Vol. 7, p. 924374). Frontiers Media SA. https://doi.org/10.3389/feduc.2022.924374
Şen, N., & Yildiz Durak, H. (2022). Examining the relationships between English teachers’ lifelong learning tendencies with professional competencies and technology integrating self-efficacy. Education and Information Technologies, 27(5), 5953-5988. https://doi.org/10.1007/s10639-021-10867-8
Stufflebeam, D. L. (2003). The CIPP model for evaluation. In T. Kellaghan & D. L. Stufflebeam (Eds.), International handbook of educational evaluation (pp. 31–62). Springer. https://doi.org/10.1007/978-94-010-0309-4_4
Sudirman, S., Ramadhita, R., Bachri, S., & Whindari, Y. (2025). The transformation of state Islamic higher education institutions into world-class university: From globalisation to institutional values. Social Sciences & Humanities Open, 12, 101705. https://doi.org/10.1016/j.ssaho.2025.101705
Wiyono, B. B., Kusumaningrum, D. E., Triwiyanto, T., Arifin, I., Gunawan, I., & Sumarsono, R. B. (2025). The structural effects of evaluation types in the implementation of educational programs. Discover Education, 4, Article 1171. https://doi.org/10.1007/s43621-025-01171-3
Zaqiah, Q. Y., Hasanah, A., Heryati, Y., & Rohmatulloh, R. (2024). The impact of in-service teacher education program on competency improvement among Islamic religious education teachers using self-assessment. Education Sciences, 14(11), 1257. https://doi.org/10.3390/educsci14111257
Zhanbayev, R. A., Irfan, M., Shutaleva, A. V., Maksimov, D. G., Abdykadyrkyzy, R., & Filiz, Ş. (2023). Demoethical model of sustainable development of society: A roadmap towards digital transformation. Sustainability, 15(16), 12478. https://doi.org/10.3390/su151612478
Zhao, Y., Li, W., Jiang, H., Siyiti, M., Zhao, M., You, S., Li, Y., & Yan, P. (2024).
Development of a blended teaching quality evaluation scale (BTQES) for undergraduate nursing based on the Context, Input, Process and Product (CIPP) evaluation model: A cross-sectional survey. Nurse Education in Practice, 77, 103976. https://doi.org/10.1016/j.nepr.2024.103976
Downloads
Section
Copyright (c) 2026 Yuyun Zunairoh, Fartika Ifriqia, Ahmad Badrus
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
