Utilizing an Integrated CIPP–Culturally Responsive Pedagogy Framework for Evaluating Multicultural Islamic Religious Education in Madrasahs

St. Jumaeda (Universitas Islam Negeri Abdul Muthalib Sangadji Ambon, Maluku, Indonesia)
Eko Wahyunanto Prihono (Universitas Islam Negeri Abdul Muthalib Sangadji Ambon, Maluku, Indonesia)
Fitria Lapele (Universitas Islam Negeri Abdul Muthalib Sangadji Ambon, Maluku, Indonesia)
Adeel Ahmed (University of Turbat, Turbat, Pakistan)
Siswantoyo Siswantoyo (Universitas Negeri Yogyakarta, D. I. Yogyakarta, Indonesia)

Jurnal Pendidikan Islam
Vol 13 No 1 (2027): Jurnal Pendidikan Islam

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.