Assessing Digital Technology Integration in Islamic Religious Education: A CIPP Model Evaluation
Keywords:
Digital Technology Integration, Islamic Religious Education, CIPP Model, Digital Learning, Educational EvaluationAbstract
The rapid expansion of digital technology has transformed contemporary educational practices, including the teaching of Islamic Religious Education (IRE). However, the extent to which digital technology is effectively integrated into IRE learning environments remains insufficiently evaluated, particularly in terms of program readiness, implementation processes, and learning outcomes. This study aims to evaluate the integration of digital technology in Islamic Religious Education using the CIPP (Context, Input, Process, Product) evaluation model at SMP Muhammadiyah Al-Kautsar PK Kartasura. This research employed a qualitative evaluative design. Data were collected through in-depth interviews with Islamic Religious Education teachers and were analyzed using qualitative data analysis techniques involving data reduction, data display, and conclusion drawing. The credibility of the findings was ensured through source triangulation and systematic validation procedures. The findings reveal that digital technology integration is supported by a strong institutional commitment to developing a digital learning environment, accompanied by adequate technological infrastructure such as e-modules, multimedia resources, learning management systems, and computer-based assessments. These digital tools facilitate more interactive and flexible learning processes, enhance students’ engagement, and support the development of digital literacy within the context of Islamic learning. Nevertheless, the evaluation also indicates that the assessment of students’ religious character development within digitally mediated learning environments still requires more systematic measurement. The study implies that effective digital integration in Islamic Religious Education requires not only technological facilities but also pedagogical readiness and institutional support to ensure that digital learning contributes to both cognitive understanding and the internalization of Islamic values.
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