Integrated Curriculum Assessment of Private Islamic Schools Based on CIPP Model: A Case Study of Tontanyong School, Rueso District, Narathiwat Province
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Abstract
Curriculum evaluation allows the curriculum to identify its strengths or weaknesses, and the results can be used to develop and improve the curriculum to meet the needs of stakeholders, as well as to build credibility and confidence among the public or those involved. Therefore, the researcher was interested in conducting this evaluation research with the objective of evaluating the integrated curriculum in private Islamic schools using the CIPP model evaluation form. A case study of Tontanyong School, Rueso District, Narathiwat Province. The sample consisted of 7 administrators, 75 teachers, 194 third and sixth-year students studying the Tontanyong School curriculum in the 2023 academic year, which is an integrated curriculum between the general education and Islamic curriculum, and 194 parents of students who were selected by simple random sampling, totaling 470 people. Data were collected using a 5-level rating questionnaire based on Likert's (1967) concept, and data were analyzed using frequency, percentage, standard deviation, and accompanying descriptions. The research results showed that administrators, teachers, students, and parents highly agreed with the curriculum system in terms of output, process, input factors, and curriculum context. The aspect that administrators, teachers, students, and parents agreed with the most was output, followed by process. The factors and contextual aspects of the curriculum respectively show that the integrated curriculum developed by Tontanyong Private Islamic School can be applied to solve the graduation problems of general education subjects and Islamic studies subjects that occur in private Islamic schools.
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