Evaluasi Manajemen Kurikulum di Pondok Pesantren Syubbanul Wathon Secang Berbasis CIPP (Context, Input, Process, Product)

Abstract

This study aims to evaluate the curriculum management at Syubbanul Wathon Secang Islamic Boarding School using the CIPP (Context, Input, Process, Product) evaluation model. The research employed a qualitative method with a descriptive-evaluative approach. Data collection techniques included in-depth interviews, participant observation, and documentation studies. The findings indicate that: (1) in the Context aspect, the curriculum aligns with the school's vision, though it requires substantive updates; (2) the Input aspect shows limitations in managerial human resource competencies; (3) the Process aspect reveals routine supervision hindered by low adherence to the syllabus and a reliance on traditional lecture methods; (4) the Product aspect demonstrates success in internalizing character values and morality, yet kitab kuning (classical Islamic texts) literacy and academic achievements remain below the established target. This study concludes that curriculum management requires a more participatory methodological reorientation without abandoning the salafiyah identity to competitively enhance graduate quality. It suggests the need for synchronizing curriculum materials with the practical needs of students and developing more objective and measurable evaluation systems. The implications of this research are expected to serve as a reference for boarding school management in designing more adaptive curriculum development strategies for the future.