Analisis Evaluasi Kurikulum Pendidikan Agama Islam Model CIPP (Context, Input, Process, Product) di SMP Muhammadiyah 60 Medan

Authors

Devi Umi Solehah Universitas Islam Negeri Sumatera Utara Medan
Ali Imran Sinaga Universitas Islam Negeri Sumatera Utara Medan
Fibri Rakhmawati Universitas Islam Negeri Sumatera Utara Medan

DOI:

https://doi.org/10.22373/jm.v12i4.11967

Keywords:

Evaluation, Islamic Religious Education Curriculum, CIPP Model

Abstract

This study aims to determine (1) how to evaluate the context of the Islamic Religious Education Curriculum at SMP Muhammadiyah 60 Medan. (2) how to evaluate the input, Islamic Religious Education Curriculum at SMP Muhammadiyah 60 Medan. (3) how to evaluate the process, Islamic Religious Education Curriculum at SMP Muhammadiyah 60 Medan. (4) how to evaluate the results, Islamic Religious Education Curriculum at SMP Muhammadiyah 60 Medan. In accordance with the purpose of this study using an evaluative research approach whose subjects were PAI teachers at SMP Muhammadiyah 60 Medan. Data and information were collected through study documents/document analysis, observation and interviews. Based on the research conducted, the following results were obtained: (1) Evaluation of the context (context) of the PAI curriculum is related to the 2013 curriculum program profile which contains the vision, mission, goals and legal basis in the implementation of the PAI curriculum which has been very well prepared (100%) and The program constraints faced were the number of lesson hours which was only 3 JP x 40 minutes a week, infrastructure that was not supportive, there were some students who experienced delays and learning difficulties, the absence of extracurricular activities based on religiosity, lack of good cooperation with parents. (2) Evaluation of PAI curriculum inputs is related to two aspects, namely aspects of PAI teachers in fulfilling learning administration requirements including making lesson plans (82%), syllabus processing already (73%), annual program processing already (92%), the preparation of the Semester Program has been (90%), PAI teachers have attended PAI curriculum training once and on the aspect of facilities and infrastructure in PAI learning are not adequate. (3) Evaluation of the PAI curriculum process is an activity to measure the extent to which the PAI curriculum has been running which is seen from three aspects, namely the learning process activities (87.5%) which are viewed from the results of observations, the assessment process activities include an attitude assessment of achieving (75 %), the assessment of knowledge has been (100%), and the assessment of skills has reached (89%) and the existence of student services such as guidance on reading the Koran and worship practices. (4) Evaluation of the results (product) of the PAI curriculum is a fact found in the field related to student learning outcomes in the form of report cards in which there are values and KKM for PAI subjects at SMP Muhammadiyah 60 Medan. The preparation and processing of KKM has been (75%). The achievement of KKM in PAI subjects by students at SMP Muhammadiyah 60 Medan is 32% in the very good category, 48% in the good category, 16% in the fairly good category, and 4% in the category of less/still need for remedial/enrichment.

References

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Published

2022-12-31

Issue

Vol. 12 No. 4 (2022)

Section

Artikel

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