Evaluasi Kurikulum Pendidikan Agama Islam sebagai Instrumen Peningkatan Kualitas Pendidikan Islam

Abstract

Curriculum evaluation plays a pivotal role in ensuring the quality, relevance, and effectiveness of Islamic Religious Education (PAI) in responding to contemporary educational challenges. This study aims to examine the role of curriculum evaluation as a strategic instrument for improving the quality of Islamic education by analyzing its concepts, objectives, evaluation models, implementation processes, and implications for educational quality enhancement. The study employs a qualitative approach using a literature review method, drawing upon scholarly articles, books, policy documents, and relevant scientific publications on curriculum evaluation and Islamic education. The findings indicate that systematic curriculum evaluation enables educational institutions to identify strengths and weaknesses in curriculum implementation, assess the achievement of learning objectives, and provide evidence-based recommendations for curriculum improvement. Furthermore, evaluation models such as Tyler, CIPP (Context, Input, Process, Product), and Stake offer comprehensive frameworks for measuring curriculum effectiveness in Islamic educational settings. Effective curriculum evaluation contributes not only to improving learning outcomes but also to strengthening students' religious character, teachers' professional competence, institutional accountability, and the overall quality of Islamic education. Therefore, curriculum evaluation should be viewed as a continuous and sustainable quality assurance mechanism that supports innovation and the development of Islamic education in the digital era.

Keywords: Curriculum Evaluation, Islamic Religious Education, Islamic Education, Curriculum Quality, CIPP Evaluation Model, Educational Quality Assurance.