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Higher Learning Research Communications

Digital Object Identifier

doi.org/10.18870/hlrc.v16i2.1872

Abstract

Objectives: This study compares CIPP (context, input, process, product) evaluation model implementation in educational programs across Türkiye (Turkey) and Indonesia through a systematic literature review. Despite structural similarities as Muslim-majority countries, no comparative research has examined how national contexts shape CIPP application in both settings.

Methods: Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a Scopus search yielded 25 empirical studies (seven from Türkiye and 18 from Indonesia) analyzed using directed content analysis and comparative methods.

Results: Findings reveal two contrasting national patterns: (1) Türkiye’s “systematic formalism,” characterized by structured processes, standardized methodologies, and European Union policy alignment; and (2) Indonesia’s “adaptive contextualism,” prioritizing local relevance, community participation, and implementation flexibility. These patterns persisted across all four CIPP dimensions and beyond the education sector, reflecting deeply embedded administrative traditions and evaluation cultures.

Implications: The study proposes a CIPP-Plus framework augmenting the traditional model with cultural-political analysis (context+), dynamic resource optimization (input+), adaptive implementation protocols (process+), and multi-dimensional impact assessment (product+). Effective educational program evaluation requires a strategic balance between systematic rigor and contextual relevance: Turkish stakeholders would benefit from greater contextual sensitivity, while Indonesian practitioners need more structured monitoring mechanisms. This review contributes a foundation for hybrid evaluation models and highlights cross-national lessons relevant to other developing country contexts.

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