Evaluating Habit Formation in Developing Students’ Independent Character Using the CIPP Model
DOI:
https://doi.org/10.58485/jie.v5i2.826Keywords:
Program evaluation, habit formation method, independent character, students, pesantren, CIPP modelAbstract
The effectiveness of the habit formation method in developing students’ independent character needs to be comprehensively evaluated, particularly in relation to program needs, resource readiness, implementation processes, and outcomes. This study aims to evaluate the implementation of the habit formation method in developing students’ independent character using the Context, Input, Process, Product (CIPP) evaluation model. The study employed a qualitative approach with an evaluative research design. Data were collected through observation, in-depth interviews, and documentation involving pesantren caregivers, ustaz, administrators, and students as informants. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. The findings show that, in the context component, the habit formation method was directed toward developing students’ ability to regulate themselves, demonstrate discipline and responsibility, and become independent. In the input component, program implementation was supported by the role modeling of caregivers and ustaz, institutional regulations, a religious environment, and a guidance system, although differences in students’ backgrounds and adaptive abilities presented challenges. In the process component, character development was carried out through daily routines, supervision, role modeling, and continuous guidance. In the product component, students demonstrated improved abilities to manage personal needs, time, tasks, and responsibilities, as well as a shift from compliance with instructions toward personal awareness and initiative. These findings indicate that the development of independent character through habit formation occurs through the interaction of program objectives, environmental readiness, repeated practices, supervision, and students’ direct experiences in fulfilling responsibilities.
Downloads
References
Abdulloh, Thobroni, A. Y., Ahdan, A. A., & Hidayatullah, A. A. (2025). Integrating Behaviorist and Cognitive Approaches in Qur’anic Learning: A Theoretical and Comparative Literature Study. Al Furqan: Jurnal Ilmu Al Quran Dan Tafsir, 8(1), 191–207. https://doi.org/10.58518/alfurqon.v8i1.3462
Adrivat, Z., Baihaqi, W., Tjasmini, M., Rohendi, A., & Musthafa, I. (2024). Konsep Pemikiran Pendidikan Konseptualisasi Pemikiran Pendidikan Islam Klasik-Modern. Tihamah: Jurnal Studi Islam, 2(01), 1–16. https://doi.org/https://doi.org/10.61444/tihamah.v3i01.23
Afifah, A. N., Kholilah, L., Nengsih, W., & Yani, A. (2024). The use Of Context, Input, Process, Product (CIPP) Evaluation Model in the Duha Prayer Habituation Program at Integrated Islamic Elementary School (SD IT) Rocha Indonesia Bandung. TOFEDU: The Future of Education Journal, 3(5), 2144–2152. https://doi.org/10.61445/tofedu.v3i5.367
Agus, A., Juliadharma, M., & Djamaluddin, M. (2023). Application of the CIPP Model in Evaluation of The Inclusive Education Curriculum in Madrasah Aliyah. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 8(1), 31–50. https://doi.org/10.31538/ndh.v8i1.2705
Ahmad, Ngarawula, B., & Roseli, M. (2025). The Role of Leadership of Kyai as the Caretaker of Islamic Boarding Schools in Building Social Piety. International Journal of Research in Social Science and Humanities, 06(11), 11–41. https://doi.org/10.47505/IJRSS.2025.11.2
Alam, L. (2017). Becoming Modern Muslim: New Emerging Trends of Islamic Schools in Yogyakarta. Ta’dib: Jurnal Pendidikan Islam, 22(1), 75–86. https://doi.org/10.19109/td.v22i1.1331
Altan, S., Lane, J. F., & Dottin, E. (2019). Using Habits of Mind, Intelligent Behaviors, and Educational Theories to Create a Conceptual Framework for Developing Effective Teaching Dispositions. Journal of Teacher Education, 70(2), 169–183. https://doi.org/10.1177/0022487117736024
An Nahdliyah, K. (2023). Evaluasi Pembelajaran Model Cipp Pada Program Tahfidz Al-Qur’an Di Pondok Pesantren Haq an Nahdliyah Sidoarjo. ILJ: Islamic Learning Journal, 1(1), 19–44. https://doi.org/10.54437/iljjislamiclearningjournal.v1i1.782
Bingham, A. J. (2023). From Data Management to Actionable Findings: A Five-Phase Process of Qualitative Data Analysis. International Journal of Qualitative Methods, 22, 306–312. https://doi.org/10.1177/16094069231183620
Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3–26. https://doi.org/10.1037/qup0000196
Chen, X. (2023). A new Evaluation System of CIPP’s “Classified Training, Application Guidance and Whole-Process Education” for Undergraduate English Teaching. Proceedings of the 4th International Conference on Education, Knowledge and Information Management, ICEKIM 2023, May 26–28, 2023, Nanjing, China. https://doi.org/10.4108/eai.26-5-2023.2337294
Defriyanto, D., Dermawan, O., Pradana, S. A., & Khadijah, K. (2026). A Holistic Conceptual Model of Hamka’s Contemporary Islamic Educational Thought. Muaddib: Journal of Islamic Teaching and Learning, 2(1), 39–54.
Efendi, M. A., Entang, M., Hidayat, R., & Wulandari, D. (2020). Manajemen Pembelajaran Seni Baca Alquran Di Pondok Pesantren Alquran Al-Itqon Bogor. Jurnal Manajemen Pendidikan, 8(1), 31–35. https://doi.org/10.33751/jmp.v8i1.1961
Engkizar, E., Jaafar, A., Hamzah, M. I., Syafril, S., Ediz, M. H., Efendi, E., Ridha, A., Febriani, A., & Oktavia, G. (2026). Tartil Method as an Effective Pedagogical Approach for Enhancing Students’ Interest in Quranic Learning. International Journal of Multidisciplinary Research of Higher Education (IJMURHICA), 9(1). https://doi.org/https://doi.org/10.24036/ijmurhica.v9i1.637
Engkizar, E., Jaafar, A., Sarianto, D., Ayad, N., Rahman, A., Febriani, A., Oktavia, G., Guspita, R., & Rahman, I. (2024). Analysis of Quran Education Problems in Majority Muslim Countries. International Journal of Islamic Studies Higher Education, 3(1), 65–80. https://doi.org/https://doi.org/10.24036/insight.v3i1.209
Engkizar, E., Jaafar, A., Taufan, M., Rahman, I., Oktavia, G., & Guspita, R. (2023). Quran Teacher: Future Profession or Devotion to the Ummah? International Journal of Multidisciplinary Research of Higher Education (IJMURHICA), 6(4), 196–210. https://doi.org/https://doi.org/10.24036/ijmurhica.v6i4.321
Engkizar, E., Muslim, H., Mulyadi, I., & Putra, Y. A. (2025). Ten Criteria for an Ideal Teacher to Memorize the Quran. Journal of Theory and Research Memorization Quran, 1(1), 26–39. https://joqer.intischolar.id/index.php/joqer
Fahrudin, A., & Malik, M. K. (2025). A Pesantren Cultural Value-Based Learning Model: Integrating Islamic Values and 21st-Century Skills. Cendekia: Jurnal Kependidikan Dan Kemasyarakatan, 23(1), 89–105. https://doi.org/10.21154/cendekia.v23i1.10646
Fauziyah, N., Susanto, H., Rochgiyanti, R., & Syaharuddin, S. (2022). Interaksi Sosial Santri Pondok Pesantren Muhammadiyah Nurul Amin Alabio Tahun 1997-2020. Prabayaksa: Journal of History Education, 2(1), 23. https://doi.org/10.20527/pby.v2i1.5136
Furqan, M. (2019). Surau Dan Pesantren Sebagai Lembaga Pengembang Masyarakat Islam Di Indonesia (Kajian Perspektif Historis). Jurnal Al-Ijtimaiyyah, 5(1), 1. https://doi.org/10.22373/al-ijtimaiyyah.v5i1.5132
Hakim, L., Khafid, M. A., & Putri, F. O. S. (2019). The Role of Islamic Boarding Schools in Forming Entrepreneurship Values and Religious Leadership of Santri. AL-HAYAT: Journal of Islamic Education, 3(2), 98. https://doi.org/10.35723/ajie.v3i2.74
Harun, N. Bin, Madjojo, N., Giling, M., & Wulandari, V. D. (2026). Mental and Spiritual Well-Being: A Philosophical Analysis of Supporting Schools of Thought. Multidisciplinary Journal of Thought and Research, 2(1), 54–62. https://doi.org/10.67055/xfrxa975
Hasan, F., Tomikal, T., & Gilling, M. (2025). Six Academic Attitudes of Muslim Scholars Toward Knowledge Sources in the Digital Era. Muaddib: Journal of Islamic Teaching and Learning, 1(3), 109–122.
Karman, Anwar, R., & Hakim, L. (2023). the Qur’Anic Learning Based on Islamic Eco-Theology At Pesantren. Jurnal Pendidikan Islam, 9(2), 169–186. https://doi.org/10.15575/jpi.v9i2.24933
Kholis, N., & Mustofa, M. A. (2024). Development of Competency-Based Arabic Language Curriculum in Traditional Islamic Boarding Schools. Arabiyatuna: Jurnal Bahasa Arab, 8(2), 827–848. https://doi.org/10.29240/jba.v8i2.10819
Kocaman, R. (2024). A Practical Guideline for Addressing Data Trustworthiness in Qualitative Research. In Qualitative research methods for dissertation research (pp. 317–346). Sage. LincolnNaturalistic Inquiry1985. https://doi.org/10.4018/979-8-3693-3069-2.ch011
Komariah, N., & Nihayah, I. (2023). Improving The Personality Character of Students Through Learning Islamic Religious Education. At-Tadzkir: Islamic Education Journal, 2(1), 65–77. https://doi.org/10.59373/attadzkir.v2i1.15
Lungu, M. (2022). The Coding Manual for Qualitative Researchers. In American Journal of Qualitative Research (Vol. 6, Issue 1). Sage publications. https://doi.org/10.29333/ajqr/12085
Marcellus, L., Jantzen, D., Humble, R., Sawchuck, D., & Gordon, C. (2021). Characteristics and processes of the dedicated education unit practice education model for undergraduate nursing students: a scoping review. JBI Evidence Synthesis, 19(11), 2993–3039. https://doi.org/10.11124/JBIES-20-00462
MF, S. (2024). Integration of Spiritual Values in the Curriculum of Islamic Boarding Schools: A Case Study of the Effectiveness of the Jami’atul Muballighah Program in Increasing the Spiritual Intelligence of Students. Communautaire: Journal of Community Service, 3(1), 64–78. https://doi.org/10.61987/communautaire.v3i1.362
Mujahid, I. (2021). Islamic orthodoxy-based character education: creating moderate Muslim in a modern pesantren in Indonesia. Indonesian Journal of Islam and Muslim Societies, 11(2), 185–212. https://doi.org/10.18326/ijims.v11i2.185-212
Muswara, A., & Zalnur, M. (2019). Design of Character Building for Learners in Boarding Schools in West Sumatera. Khalifa: Journal of Islamic Education, 3(1), 1. https://doi.org/10.24036/kjie.v3i1.17
Muthohirin, N., & Suherman, S. (2020). Resiliensi Pesantren Terhadap Ekstrimisme Kekerasan Berbasiskan Agama dan Implikasinya terhadap Masyarakat Pesisir Lamongan. J-PAI: Jurnal Pendidikan Agama Islam, 7(1). https://doi.org/10.18860/jpai.v7i1.11887
Muzakki, F. R., & Mustofa, T. A. (2022). Evaluasi Model CIPP Dalam Pembelajaran Tahfidz al-Quran Di Pendidikan Ulama Tarjih Muhammadiyah (PUTM). Iseedu: Journal of Islamic Educational Thoughts and Practices, 6(2), 146–163. https://doi.org/10.23917/iseedu.v6i2.22118
Nabilla, N. (2025). Internalization of Multicultural Education Values in Islamic Boarding Schools. Edusoshum : Journal of Islamic Education and Social Humanities, 5(2), 182–193. https://doi.org/10.52366/edusoshum.v5i2.158
Nuha, N. U., Faridi, A., & Tobroni, T. (2024). Implementation of the Context, Input, Process, Product Model in Evaluating Islamic Education Institutions. International Journal of Islamic Studies Higher Education, 3(3).
Nursyda, F., Hidayati, H., & Kartini, F. (2021). The Phenomenological of Mamakiah Activities for Islamic Boarding School Students in Indonesia: What Are the Values and Goals? International Journal of Multidisciplinary Research of Higher Education, 4(4), 156–163. https://doi.org/10.24036/ijmurhica.v4i4.97
Putri, M. D. R., Nafian, Z. I., Febriani, A., & Sabiruddin, S. (2024). The Concept of Teacher Personality and Student Character. Al-Kayyis: Journal of Islamic Education, 2(2), 97–107.
Rozikin, M. C., & Astutik, A. P. (2021). Implementation of Character Education in Islamic Boarding Schools. Academia Open, 4(02), 27–34. https://doi.org/10.21070/acopen.4.2021.2544
Rudik, A., & Rois, M. A. (2021). Praktik Sholat Dhuha Dan Sholat Tahajjud Berjama’Ah Di Pondok Pesantren Hamalatul Qur’an Jogoroto Jombang (Sebuah Kajian Living Hadits). Nabawi: Journal of Hadith Studies, 1(2). https://doi.org/10.55987/njhs.v1i2.28
Salamah, Suriagiri, Mizani, H., Mudhiah, & Juhaidi, A. (2026). Generation Z’s attitudes and behavior in the context of the Islamic education curriculum: religiosity, environmental concern, traffic compliance and smoking habits. Cogent Education, 13(1). https://doi.org/10.1080/2331186X.2025.2611650
Sriwahyuni, N., Oktasari, M., Akmal, F., Khadijah, K., & Suriadi, H. (2025). A Counseling-Based Model for Islamic Character Development in Secondary School Students. Multidisciplinary Journal of Thought and Research, 1(3), 97–108. https://doi.org/10.67055/ng8tep81
Taufiq, M., & R, N. C. I. (2025). Integration of islamic education in the independent curriculum to build student character in the society 5.0 era. At Turots: Jurnal Pendidikan Islam, 7(2), 744–759. https://doi.org/10.51468/jpi.v7i2.1029
Tohet, M., & Nuraini, F. (2026). More Than Teaching Values: Teacher Exemplarity and Moral Formation through the Figurative Learning Model. Indonesian Journal of Education and Social Studies, 5(1), 40–55. https://doi.org/10.33650/ijess.v5i1.13087
Tyas, Z. W. R. N., Shifa Fauziah, Alif Alfian Syafa’at, Dinatus Zahro, Akbar Riadus Shabirin, & Nur Rohman Hidayat. (2026). Educational Management Strategies for Developing Students’ Discipline and Courtesy through Habit Formation and Supervision. Journal of Educational Management Research, 5(1), 148–158. https://doi.org/10.61987/jemr.v5i1.1583
Widodo, W. (2025). Strategi Manajemen Pendidikan Islam Untuk Optimalisasi Potensi Santri Di Pondok Pesantren. Al-Munadzomah: Jurnal Manajemen Pendidikan Islam, 4(2), 181–190. https://doi.org/https://doi.org/10.51192/almunadzomah.v4i2.1528
Wirayanti, W., Erna, E., Cherawati, C., & Khaerani, K. (2024). Metode Pendidikan Tradisional Pesantren dalam Membina Akhlak Santri ( Studi Pesantren Nahdlatul Ulum Kabupaten Maros ). Socius: Jurnal Peneliti Ilmu-Ilmu SOsial, 1(10), 424–437. https://doi.org/https://doi.org/10.5281/zenodo.13896925
Wulandari, R. (2021). Characteristics and Learning Models of the 21st Century. Social, Humanities, and Educational Studies (SHEs): Conference Series, 4(3), 8. https://doi.org/10.20961/shes.v4i3.49958
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Muhammad Abdurrozaqul Mubarok, Matori Matori, Zaenal Abidin
This work is licensed under a Creative Commons Attribution 4.0 International License.
Creative Commons Attribution 4.0 (CC BY)
