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All Journal Journal of Educational Sciences
Winda Dewi Listyasari
Educational Management, Universitas Negeri Jakarta, Jakarta, 13220, Indonesia
Religion Humanities Education Library & Information Science Other

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A Systematic Literature Review on the CIPP Evaluation Model in Education: Examining Its Trends, Applications, and Research Gaps Mentari Putri Wulan; Winda Dewi Listyasari; Heru Santosa; Syafa’At Ariful Huda
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.307-320

Abstract

This study aims to analyze the development, trends, applications, and research gaps of the CIPP (Context, Input, Process, Product) Evaluation Model in the field of education over the past decade (2015–2025). This review employs a Systematic Literature Review (SLR) approach guided by PRISMA 2020, based on a structured search in the Scopus database using Boolean codes. The selection process followed the four PRISMA stages: identification, screening, eligibility, and inclusion, resulting in 22 relevant articles for in-depth analysis. The findings indicate that the CIPP model remains a dominant and adaptable evaluation framework across diverse educational contexts, ranging from primary and secondary education to higher education and professional training. The thematic analysis reveals a methodological shift toward mixed methods, expert-based evaluation techniques (such as Delphi and AHP), as well as data-driven and technology-enhanced approaches. The Context and Input components demonstrate the highest performance, whereas the Process and Product components still require improvement. Despite its wide application, research gaps persist, particularly in longitudinal evaluation, digital-based assessment, and theoretical integration. This study offers a theoretical contribution by updating the state of the art of the CIPP model and provides practical insights for policymakers and educators to strengthen evidence-based and outcome-oriented educational evaluation practices.
Principal Leadership and Teacher Job Satisfaction in Millennials and Z Generations: A Systematic Study (2015–2025) Izza Mutia Raihan; Winda Dewi Listyasari
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.369-382

Abstract

This study is a systematic literature review that aims to explore the relationship between school leadership, organizational communication, and school culture to teacher job satisfaction, with a focus on millennials and Generation Z. A total of 22 studies from 76 initial articles (2015-2025) were analyzed using the PRISMA and VOSviewer methods. Bibliometric analysis using the PRISMA and VOSviewer methods identified 59 keywords grouped into five main themes. The findings showed that teacher job satisfaction (40 incidents) emerged as the most dominant theme with key factors including distributive and transformational leadership, teacher collaboration, and professional development. Organizational communication serves as an important mediator between leadership and teacher satisfaction. This research contributes to providing an integrative conceptual framework that bridges the leadership literature, organizational communication, and teacher generation dynamics, and offers practical implications for the development of school leadership models that are responsive to the needs of young teachers. The study emphasizes the importance of adaptive leadership, transparent internal communication, and supportive school cultures for teacher retention, performance, and motivation. Further research is recommended using longitudinal approaches and blended methods in a variety of school contexts.
Co-Authors Heru Santosa Izza Mutia Raihan Mentari Putri Wulan Syafa’At Ariful Huda