Main Article Content
Abstract
In increasingly diverse societies, Islamic educational institutions are expected to cultivate intercultural understanding while simultaneously maintaining their religious identity. Although multicultural Islamic Religious Education (IRE) has received growing scholarly attention, previous studies have largely examined either multicultural pedagogical practices or educational program evaluation independently. This approach provides limited understanding of how institutional conditions, pedagogical processes, and student outcomes interact to shape program effectiveness. This study aims to evaluate multicultural IRE programs in Indonesian madrasahs through an integrated framework that combines the Context–Input–Process–Product (CIPP) evaluation model with Culturally Responsive Pedagogy (CRP). To achieve this, a qualitative multiple-case study was conducted across five purposively selected madrasahs, utilizing semi-structured interviews, classroom observations, document analysis, and focus group discussions. The collected data were then analyzed thematically according to the four CIPP dimensions, while pedagogical practices were interpreted through the principles of CRP. The findings reveal that multicultural IRE is most effective when institutional commitment is supported by leadership, curriculum integration, teacher capacity, and culturally responsive instructional practices. These practices include dialogic, contextual, and collaborative learning approaches. Importantly, these conditions fostered students’ respect for diversity, empathy, inclusive dialogue, and intercultural competence. However, it is noteworthy that the implementation of these elements varied across institutions. Finally, this study advances multicultural Islamic education by extending the CIPP evaluation model through the integration of Culturally Responsive Pedagogy. It demonstrates that program effectiveness depends on organizational quality and how culturally meaningful pedagogy transforms institutional commitment into intercultural learning outcomes within Islamic educational settings.
Keywords
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References
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- Aziz, S., Mahmood, M., & Rehman, Z. (2018). Implementation of CIPP Model for Quality Evaluation at School Level: A Case Study. Journal of Education and Educational Development, 5(1), 189. https://doi.org/10.22555/joeed.v5i1.1553
- Banks, J. A. (2019). An introduction to multicultural education (6th ed.). London: Pearson
- Caley, L., Williams, S. J., Spernaes, I., Thomas, D., Behrens, D., & Willson, A. (2021). Frameworks for evaluating education programmes and work related learning: a scoping review. Journal of Workplace Learning, 33(6), 486–501. https://doi.org/10.1108/JWL-09-2020-0157
- Chen, F., & Wang, D. (2025). Construction and application of an embodied-cognitive intercultural communicative competence model: An empirical investigation of critical thinking mediating mechanisms in the Insights into Chinese Culture course. International Journal of Intercultural Relations, 109, 102306. https://doi.org/10.1016/j.ijintrel.2025.102306
- Chotimah, C., Qudsy, S. Z., & Yusuf, M. (2025). Superficial implementation of religious moderation in Islamic educational management. Cogent Education, 12(1), 2442235. https://doi.org/10.1080/2331186X.2024.2442235
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- Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). New York: Teachers College Press.
- Huda, M., Saeful, A., Rahim, H., Rosyada, D., Zuhdi, M., & Muttaqin, S. (2024). The implementation of multicultural education in Indonesia: Systematic literature review. In Religion, Education, Science and Technology towards a More Inclusive and Sustainable Future (pp. 83–89). Routledge. https://doi.org/10.1201/9781003322054-13
- Jamin, A., & Mudra, H. (2025). Teaching effectiveness in Islamic higher education context: the case of students’ perceptions. International Journal of Learning and Change, 17(1), 56–71. https://doi.org/10.1504/IJLC.2025.143537
- Kuffuor, O., Aggrawal, S., Jaiswal, A., Smith, R. J., & Morris, P. V. (2024). Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model. Education Sciences, 14(7), 686. https://doi.org/10.3390/educsci14070686
- Ladson-Billings, G. (2021). Three Decades of Culturally Relevant, Responsive, & Sustaining Pedagogy: What Lies Ahead? The Educational Forum, 85(4), 351–354. https://doi.org/10.1080/00131725.2021.1957632
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- Mardhiah, M., Musgamy, A., & Lubis, M. (2023). Teacher Professional Development through the Teacher Education Program (PPG) at Islamic Education Institutions. International Journal of Learning, Teaching and Educational Research, 22(11), 80–95. https://doi.org/10.26803/ijlter.22.11.5
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- Muhajir, M., Kultsum, U., Choiri, M. M., Mustonah, S., Kulkarni, H., & Karim, A. (2025). Integrating Multicultural Values to Foster Tolerance and Inclusivity in Islamic Religious Education. Jurnal Pendidikan Islam, 11(1), 17–32. https://doi.org/10.15575/jpi.v11i1.44607
- Muis, A. (2025). Incorporating religious moderation values into the Islamic religious education curriculum in secondary education: a systematic review of goals, experiences, methods, and evaluation. British Journal of Religious Education, 1–15. https://doi.org/10.1080/01416200.2025.2598619
- Ouedraogo, S. V. (2021). Intercultural Understanding and Pedagogy of Empathy: A Cultural Experiential Learning from an Interdisciplinary Dialogue Project. Journal of Intercultural Studies, 42(3), 317–331. https://doi.org/10.1080/07256868.2021.1930726
- Pangalila, T., & Rumbay, C. A. (2024). Multicultural relation between religious communities in Indonesia. HTS Teologiese Studies / Theological Studies, 80(1), 1–7. https://doi.org/10.4102/hts.v80i1.9645
- Pasternak, D. L., Harris, S. D., Lewis, C., Wolk, M. A., Wu, X., & Evans, L. M. (2023). Engaging culturally responsive practice: Implications for continued learning and teacher empowerment. Teaching and Teacher Education, 122, 103976. https://doi.org/10.1016/j.tate.2022.103976
- Raihani, R. (2018). Education for multicultural citizens in Indonesia: policies and practices. Compare: A Journal of Comparative and International Education, 48(6), 992–1009. https://doi.org/10.1080/03057925.2017.1399250
- R’boul, H. (2021). Alternative theorizing of multicultural education: an Islamic perspective on interculturality and social justice. Journal for Multicultural Education, 15(2), 213–224. https://doi.org/10.1108/JME-07-2020-0073
- Stufflebeam, D.L., & Zhang, G. (2017). The CIPP evaluation model: How to evaluate for improvement and accountability. New York: The Guilford Press.
- Teo, P. (2019). Teaching for the 21st century: A case for dialogic pedagogy. Learning, Culture and Social Interaction, 21, 170–178. https://doi.org/10.1016/j.lcsi.2019.03.009
- Wakano, A., Ernas, S., Sai’dah, U., Lapele, F., & Prihono, E. W. (2025). Beyond Rhetoric and Resistance: Institutional Pathways of Multiculturalism in Islamic Higher Education. Jurnal Pendidikan Islam, 11(2), 293–306. https://doi.org/10.15575/jpi.v11i2.50392
- Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K. (2011). Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-learning Programs Introduction and Review of Literature. Journal of Higher Education Outreach and Engagement, 15(4), 57. Retrieved from http://openjournals.libs.uga.edu/index.php/jheoe/article/view/62
References
Ahmad Termizi, M. D., Hehsan, A., Ahmad, S. A., Abdul Latif, A., Jima’ain, M. T., & Mastor Mustafa, S. N. (2025). A Conceptual Framework in Integrating the CIPP Evaluation Model and Quranic Dimensions in Tahfiz Education Programmes. Environment-Behaviour Proceedings Journal, 10(SI37), 37–42. https://doi.org/10.21834/e-bpj.v10iSI37.7617
Ayyusufi, A. M., Anshori, A., & Muthoifin, M. (2022). Evaluation of The CIPP Model on The Tahfidz Program in Islamic Boarding Schools. Nazhruna: Jurnal Pendidikan Islam, 5(2), 466–484. https://doi.org/10.31538/nzh.v5i2.2230
Aziz, S., Mahmood, M., & Rehman, Z. (2018). Implementation of CIPP Model for Quality Evaluation at School Level: A Case Study. Journal of Education and Educational Development, 5(1), 189. https://doi.org/10.22555/joeed.v5i1.1553
Banks, J. A. (2019). An introduction to multicultural education (6th ed.). London: Pearson
Caley, L., Williams, S. J., Spernaes, I., Thomas, D., Behrens, D., & Willson, A. (2021). Frameworks for evaluating education programmes and work related learning: a scoping review. Journal of Workplace Learning, 33(6), 486–501. https://doi.org/10.1108/JWL-09-2020-0157
Chen, F., & Wang, D. (2025). Construction and application of an embodied-cognitive intercultural communicative competence model: An empirical investigation of critical thinking mediating mechanisms in the Insights into Chinese Culture course. International Journal of Intercultural Relations, 109, 102306. https://doi.org/10.1016/j.ijintrel.2025.102306
Chotimah, C., Qudsy, S. Z., & Yusuf, M. (2025). Superficial implementation of religious moderation in Islamic educational management. Cogent Education, 12(1), 2442235. https://doi.org/10.1080/2331186X.2024.2442235
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage Publications.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). New York: Teachers College Press.
Huda, M., Saeful, A., Rahim, H., Rosyada, D., Zuhdi, M., & Muttaqin, S. (2024). The implementation of multicultural education in Indonesia: Systematic literature review. In Religion, Education, Science and Technology towards a More Inclusive and Sustainable Future (pp. 83–89). Routledge. https://doi.org/10.1201/9781003322054-13
Jamin, A., & Mudra, H. (2025). Teaching effectiveness in Islamic higher education context: the case of students’ perceptions. International Journal of Learning and Change, 17(1), 56–71. https://doi.org/10.1504/IJLC.2025.143537
Kuffuor, O., Aggrawal, S., Jaiswal, A., Smith, R. J., & Morris, P. V. (2024). Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model. Education Sciences, 14(7), 686. https://doi.org/10.3390/educsci14070686
Ladson-Billings, G. (2021). Three Decades of Culturally Relevant, Responsive, & Sustaining Pedagogy: What Lies Ahead? The Educational Forum, 85(4), 351–354. https://doi.org/10.1080/00131725.2021.1957632
Mahmudulhassan, M., Abuzar, M., Khondoker, S. U. A., & Khanom, J. (2025). The Integration of Islamic Epistemology in Ethical and Multicultural Education: Pedagogical Strategies and Challenges. Multicultural Islamic Education Review, 2(2). https://doi.org/10.23917/mier.v2i2.7612
Malizal, Z. Z. (2025). Islamic Education and Globalization: Curriculum, Identity, and Digital Integration. Sinergi International Journal of Islamic Studies, 3(2), 70–82. https://doi.org/10.61194/ijis.v3i2.711
Mardhiah, M., Musgamy, A., & Lubis, M. (2023). Teacher Professional Development through the Teacher Education Program (PPG) at Islamic Education Institutions. International Journal of Learning, Teaching and Educational Research, 22(11), 80–95. https://doi.org/10.26803/ijlter.22.11.5
Miles, M. B., Huberman, M. a, & Saldana, J. (2014). Drawing and Verying Conclusions. Qualitative Data Analysis: A Methods Sourcebook, 275–322. Retrieved from https://books.google.com/books/about/Qualitative_Data_Analysis.html?id=3CNrUbTu6CsC
Muhajir, M., Kultsum, U., Choiri, M. M., Mustonah, S., Kulkarni, H., & Karim, A. (2025). Integrating Multicultural Values to Foster Tolerance and Inclusivity in Islamic Religious Education. Jurnal Pendidikan Islam, 11(1), 17–32. https://doi.org/10.15575/jpi.v11i1.44607
Muis, A. (2025). Incorporating religious moderation values into the Islamic religious education curriculum in secondary education: a systematic review of goals, experiences, methods, and evaluation. British Journal of Religious Education, 1–15. https://doi.org/10.1080/01416200.2025.2598619
Ouedraogo, S. V. (2021). Intercultural Understanding and Pedagogy of Empathy: A Cultural Experiential Learning from an Interdisciplinary Dialogue Project. Journal of Intercultural Studies, 42(3), 317–331. https://doi.org/10.1080/07256868.2021.1930726
Pangalila, T., & Rumbay, C. A. (2024). Multicultural relation between religious communities in Indonesia. HTS Teologiese Studies / Theological Studies, 80(1), 1–7. https://doi.org/10.4102/hts.v80i1.9645
Pasternak, D. L., Harris, S. D., Lewis, C., Wolk, M. A., Wu, X., & Evans, L. M. (2023). Engaging culturally responsive practice: Implications for continued learning and teacher empowerment. Teaching and Teacher Education, 122, 103976. https://doi.org/10.1016/j.tate.2022.103976
Raihani, R. (2018). Education for multicultural citizens in Indonesia: policies and practices. Compare: A Journal of Comparative and International Education, 48(6), 992–1009. https://doi.org/10.1080/03057925.2017.1399250
R’boul, H. (2021). Alternative theorizing of multicultural education: an Islamic perspective on interculturality and social justice. Journal for Multicultural Education, 15(2), 213–224. https://doi.org/10.1108/JME-07-2020-0073
Stufflebeam, D.L., & Zhang, G. (2017). The CIPP evaluation model: How to evaluate for improvement and accountability. New York: The Guilford Press.
Teo, P. (2019). Teaching for the 21st century: A case for dialogic pedagogy. Learning, Culture and Social Interaction, 21, 170–178. https://doi.org/10.1016/j.lcsi.2019.03.009
Wakano, A., Ernas, S., Sai’dah, U., Lapele, F., & Prihono, E. W. (2025). Beyond Rhetoric and Resistance: Institutional Pathways of Multiculturalism in Islamic Higher Education. Jurnal Pendidikan Islam, 11(2), 293–306. https://doi.org/10.15575/jpi.v11i2.50392
Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K. (2011). Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-learning Programs Introduction and Review of Literature. Journal of Higher Education Outreach and Engagement, 15(4), 57. Retrieved from http://openjournals.libs.uga.edu/index.php/jheoe/article/view/62