Penilaian pelaksanaan kurikulum Pendidikan Islam Sekolah Menengah berasaskan model Context-lnput-Process-Product (CIPP)

Previous studies indicated that there were weaknesses in the implementation of Islamic Education Curriculum (IEC) in schools on the suitability of content, teacher competency and student appreciation. However, the studies conducted so far are inconclusive. This research aimed to comprehensively evaluate the implementation of IEC in secondary schools based on the Context-Input-Process-Product (CIPP) model proposed by Stufflebeam and Shinkfield in 2007. This study employed a
survey and interviews to elicit data on the perceptions of teachers and students about
the implementation of IEC. Quantitative data were obtained from questionnaires distributed to 300 teachers and 400 students while qualitative data were obtained through interviews held with five teachers and seven students. The study demonstrated that the implementation of the IEC from the context dimension is appropriate with the National Education Philosophy, Islamic Education Philosophy, the goals and the objectives of the IEC. From the input dimension, it was found that
the facilities at the school resource center, class rooms, audio visual equipment, textbooks, time table allocation and the Islamic education knowledge were relatively high. The teachers basic knowledge of education, pedagogy, ability to use the audio visual equipment and confidence were moderate. The process dimension showed that the teaching and learning, monitoring, evaluation and teacher-student relationship were high. The use of teaching aids and teachers collaboration with the
administration section was moderate. Where product dimension is concerned, the impact, sustainability and transportability were high while effectiveness was found to be moderate. Findings from the interviews supported the main data. The implications of this study indicated the need for in-service training to enhance
teachers classroom competencies and the need to raise students comprehension of jawi in order for them to master Islamic education knowledge.