Meta-Analisis Implementasi Model CIPP pada Evaluasi Kurikulum Lembaga Pendidikan

Abstract

Curriculum evaluation is a fundamental and systematic process designed to assess the effectiveness, efficiency, relevance, and overall success of an educational curriculum in achieving predefined learning objectives. Among various evaluation frameworks, the CIPP (Context, Input, Process, Product) model, developed by Daniel L. Stufflebeam, stands out as one of the most comprehensive and widely adopted approaches. This article aims to examine the practical application of the CIPP model in curriculum evaluation while critically analysing its strengths and limitations within contemporary educational contexts. Employing a rigorous qualitative literature review methodology, this study analyses a wide range of scholarly journal articles, foundational books, and empirical research findings related to CIPP-based curriculum assessment. The analysis demonstrates that the CIPP framework provides educational decision-makers and administrators with holistic, data-driven insights essential for continuous curriculum improvement and policy development. Specifically, context evaluation identifies overarching educational needs and target goals; input evaluation assesses resource readiness and instructional design; process evaluation monitors real-time program implementation and pedagogical delivery; and product evaluation measures actual learning outcomes and long-term impacts. Consequently, the CIPP model proves highly relevant for evaluating modern educational reforms, such as Indonesia’s Kurikulum Merdeka, as well as other global curricula. By offering a multi-dimensional perspective, this model enables educators to pinpoint systemic weaknesses, optimize institutional resources, and ensure that curricular frameworks remain responsive to evolving societal and technological demands.