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All Journal AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Journal of Education, Teaching, and Learning
Ati Rahmawati
UIN Mataram, Indonesia
Religion Decision Sciences, Operations Research & Management Education Library & Information Science Other

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Evaluation of the Implementation of the School Encounter Literacy Program at SMA Negeri 1 Gunung Sari: A Case Study Based on the CIPP Model Ati Rahmawati; Supardi Supardi
AS-SABIQUN Vol 8 No 4 (2026): JULI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i4.6313

Abstract

This study is motivated by the limited empirical evaluation of encounter-based literacy programs at the senior high school level, despite their potential to strengthen students’ literacy competence and character development. This study aims to evaluate the implementation of the School Encounter Literacy Program at SMA Negeri 1 Gunung Sari using the CIPP evaluation model. A qualitative case study design was employed, involving 26 participants. Data were collected through semi-structured interviews, questionnaires, observations, and document analysis, and were analyzed using thematic analysis supported by descriptive quantitative scoring. The findings reveal that the program was contextually relevant as a strategic response to literacy stagnation and students’ low reading comprehension. The input dimension demonstrated relatively strong organizational readiness, reflected in the highest average score of 72.6%, particularly in material accessibility through digital platforms. However, the process dimension obtained the lowest score of 55.6%, indicating challenges related to implementation consistency, teacher attentiveness, and feedback mechanisms. The product evaluation showed generally positive outcomes, with an overall effectiveness score of 66.8%, indicating improvements in students’ storytelling confidence, literacy engagement, academic participation, and character development. The study concludes that encounter-based literacy programs can serve as effective educational innovations when literacy is positioned as a reflective social practice. This study extends the application of the CIPP model to literacy program evaluation and offers practical implications for strengthening teacher training, procedural monitoring, and character assessment instruments. Future research should employ longitudinal and multi-site designs to examine the sustainability and broader applicability of encounter-based literacy programs.
Incremental Policy in the Development of Madrasahs and Islamic Boarding Schools: A Review of Lindblom's Incrementalism Theory in the Contemporary Era Ati Rahmawati; Mukhlis
Journal of Education, Teaching, and Learning Vol. 3 No. 2 (2026): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v3i2.207

Abstract

The development of madrasahs and Islamic boarding schools in Indonesia has increasingly required policy approaches capable of balancing educational modernization with the preservation of Islamic traditions. However, limited studies have examined this development from the perspective of Charles E. Lindblom's incrementalism theory. This study aimed to analyze how incremental policy characterizes the contemporary development of madrasahs and Islamic boarding schools and to identify the factors influencing the incremental policy process within these Islamic educational institutions. The research employed a qualitative library research design using official government policy documents, scholarly books, peer-reviewed journal articles, and other relevant academic publications as primary data sources. Data were analyzed through qualitative content analysis involving data reduction, thematic categorization, interpretation, and source triangulation. The findings reveal that the development of madrasahs and Islamic boarding schools consistently follows an incremental policy trajectory characterized by gradual improvements in educational regulations, curriculum and learning systems, teacher professional development, institutional governance, and educational financing. The study also demonstrates that institutional leadership, organizational capacity, government support, educational decentralization, socio-cultural values, political commitment, bureaucratic coordination, digital transformation, and globalization collectively influence the continuity of incremental policy development. These findings confirm the continued relevance of Lindblom's incrementalism theory in explaining policy change within Islamic education and suggest that gradual policy adaptation provides an effective mechanism for maintaining institutional stability while encouraging sustainable educational innovation. The study contributes to both public policy and Islamic education literature by offering a comprehensive conceptual understanding of incremental policy development in contemporary Islamic educational institutions.
Co-Authors Mukhlis Supardi Supardi