The Effectiveness of Independent Curriculum on Learning Interest and Character Development of Students with Special Needs: CIPPO Analysis
Keywords:
Independent Curriculum, Inclusive Education, Learning Interest, Character DevelopmentAbstract
This study aims to evaluate the effectiveness of the Independent Curriculum in fostering learning interest and character development among students with special needs at SLB A-Aisyiyah Ponorogo. Employing the CIPPO evaluation model (Context, Input, Process, Product, Outcome), the research involved 14 respondents, including vice principals and teachers, with data collected through Likert-scale questionnaires. The results indicated high performance across all CIPPO dimensions: context (84.57%), input (83.33%), process (85.43%), product (85.00%), and outcome (82.24%), all categorized as very good. These findings demonstrate that the Independent Curriculum effectively enhances students’ learning motivation, academic achievement, self-confidence, independence, and social adaptation. The CIPPO-based evaluation provided a comprehensive perspective on the curriculum’s strengths and areas for improvement, highlighting practical implications for teachers, school leaders, and policymakers seeking to optimize inclusive education strategies. This study contributes to academic literature by offering evidence-based insights into inclusive curriculum implementation and supporting sustainable practices that promote the holistic development of students with special needs, reinforcing the importance of tailored educational approaches in inclusive settings.
References
Adhikari, T. (2025). Motivation and engagement in teaching learning process at basic level in Nepal. Pragya Darshan प्रज्ञा दर्शन, 6(2), 43–49. https://doi.org/10.3126/pdmdj.v6i2.79721
Alexander, P. A., Sperl, C. T., Buehl, M. M., Fives, H., & Chiu, S. (2004). Modeling domain learning: Profiles from the field of special education. Journal of Educational Psychology, 96(3), 545–557. https://doi.org/10.1037/0022-0663.96.3.545
Ali, M. M., Mustapha, R., & Jelas, Z. M. (2006). An empirical study on teachers’ perceptions towards inclusive education in Malaysia. International Journal of Special Education, 21(3), 36–44.
Anne, N. H., & Rashid, S. M. M. (2024). Understanding and enhancing special education teachers’ competencies for inclusive practice: A comprehensive analysis. International Journal of Learning, Teaching and Educational Research, 23(6).
Apriliani, E. I., Sholihah, A., Aisyah, A. N., Khasanah, I. N., & Amelia, V. A. (2023). The influence of welfare on the performance of early childhood education teachers. Bulletin of Early Childhood, 2(2), 67–74. https://doi.org/10.51278/bec.v2i2.1014
Bailey, L., Nomanbhoy, A., & Tubpun, T. (2015). Inclusive education: Teacher perspectives from Malaysia. International Journal of Inclusive Education, 19(5), 547–559. https://doi.org/10.1080/13603116.2014.957739
Berkowitz, M. W., & Grych, J. H. (2000). Early character development and education. Early Education and Development, 11(1), 55–72. https://doi.org/10.1207/s15566935eed1101_4
Bessarab, A., Turubarova, A., Antonenko, I., Kirillova, A., Lupinovych, S., & Haliieva, O. (2025). Curriculum adaptation for children with special educational needs: Best practices in inclusive education. American Journal of Psychiatric Rehabilitation, 28(1), 493–499. https://doi.org/10.69980/ajpr.v28i1.128
Burke, E., & Hennessy, M. (2021). Evaluation of an early career clinical academic training programme using the CIPP model. https://doi.org/10.1136/bmjopen-2021-052965
Citrawati, T. (2024a). The independent curriculum approach in supporting independent learning for inclusive students in elementary schools. Widyagogik : Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 11(3), 478–496. https://doi.org/10.21107/widyagogik.v11i3.26448
Eldiva, F. T., & Azizah, N. (2019). Project based learning in improving critical thinking skill of children with special needs. 348–355. https://doi.org/10.2991/icsie-18.2019.64
Fitri, A. M., Anggoro, B. S., & Pratiwi, D. D. (2024). The implementation of the independent learning curriculum on learning achievements in phase D of mathematics subjects. Bulletin of Science Education, 4(2), 246–253. https://doi.org/10.51278/bse.v4i2.1416
Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096
Hardy, I., & Woodcock, S. (2015). Inclusive education policies: Discourses of difference, diversity and deficit. International Journal of Inclusive Education, 19(2), 141–164. https://doi.org/10.1080/13603116.2014.908965
Hattie, J., & Zierer, K. (2024). 10 mindframes for visible learning: Teaching for success. Routledge. https://doi.org/10.4324/9781003430124/10-mindframes-visible-learning-john-hattie-klaus-zierer
Hulpia, H., & Valcke, M. (2004). The use of performance indicators in a school improvement policy: The theoretical and empirical context. Evaluation & Research in Education, 18(1–2), 102–119. https://doi.org/10.1080/09500790408668311
Imam, Y., Najeri, M. A. S., Dzul, R., Setia, B., & Siti Mauliana, H. (2020). The evaluation of inclusive education program through CIPPO approach. https://repo-dosen.ulm.ac.id//handle/123456789/20709
Juliandari, J., Fitriani, W., Yeni, P., & Zahir, R. (2024). Enhancing learning motivation of special needs children through arts and skills approaches. Darussalam: Journal of Psychology and Educational, 3(2), 72–81. https://doi.org/10.70363/djpe.v3i2.203
Li, S. (2021). Measuring cognitive engagement: An overview of measurement instruments and techniques. International Journal of Psychology and Educational Studies, 8(3), 63–76.
Lubaba, M. N., & Alfiansyah, I. (2022). Analisis penerapan profil pelajar Pancasila dalam pembentukan karakter peserta didik di sekolah dasar. EDUSAINTEK: Jurnal Pendidikan, Sains Dan Teknologi, 9(3), 687–706. https://doi.org/10.47668/edusaintek.v9i3.576
Moon, O. (2023). Teachers’ readiness and teaching performance in inclusive education: Their relationship to the implementation of inclusive education program. AIDE Interdisciplinary Research Journal, 6, 65–110. https://doi.org/10.56648/aide-irj.v6i1.94
Moreira, P., Bilimória, H., Pedrosa, C., Pires, M. de F., Cepa, M. de J., Mestre, M. de D., Ferreira, M., & Serra, N. (2015). Engagement with school in students with special educational needs. International Journal of Psychology and Psychological Therapy, 15(1), 361–375.
Nowak, K., Kowalski, P., & Zielinska, A. (2024). Evaluating the outcomes of inclusive education policies for students with disabilities in Indonesian schools. International Journal of Educational Evaluation and Policy Analysis, 1(2), 28–33. https://doi.org/10.62951/ijeepa.v1i2.76
Onyishi, C. N., & Sefotho, M. M. (2020). Teachers’ perspectives on the use of differentiated instruction in inclusive classrooms: Implication for teacher education. International Journal of Higher Education, 9(6), 136–150.
Page, A., Anderson, J., & Charteris, J. (2024). Innovative learning environments and spaces of belonging for students with disability in mainstream settings. Cambridge Journal of Education, 54(5), 607–626. https://doi.org/10.1080/0305764X.2024.2397398
Pradhan, D. K. C., & Naik, M. S. (2024). Inclusive education: A foundation for equality and empowerment at the elementary stage. International Journal of Multidisciplinary Research in Arts, Science and Technology, 2(2), 1–8. https://doi.org/10.61778/ijmrast.v2i2.36
Rahmawati, I., & Basith, A. (2023). Life skills education based on local excellence: Study of state special schools students in East Kalimantan. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 15(2), 729–744. https://doi.org/10.37680/qalamuna.v15i2.2497
Rahmawati, M. N., Ahmadi, A., & Daryono, R. W. (2024). Exploring the influence of implementing an independent curriculum and learning quality on learning effectiveness: Does the mediation of school infrastructure matter? Jurnal Tarbiyah, 31(1), 174–185. https://doi.org/10.30829/tar.v31i1.3466
Rasid, S. A. (2025). Langkah strategis kepala sekolah penggerak SMPN 2 Slahung dalam meningkatkan prestasi akademik dan non akademik. Muaddib: Jurnal Pendidikan Agama Islam, 3(1), Article 1.
Rasid, S. A., Mukhibat, M., & Daryono, R. W. (2024). Evaluation of the independent curriculum in special schools to enhance participation of children with special needs. Al-Hayat: Journal of Islamic Education, 8(2), 817–832.
Ross, P. M., & Scanes, E. (2025). Using self-determination theory as a lens to create sustainable futures for teaching and education focused academics in higher education in Australia. Journal of Higher Education Policy and Management, 47(1), 90–107. https://doi.org/10.1080/1360080X.2024.2391600
Rybnicek, R., Bergner, S., & Gutschelhofer, A. (2019). How individual needs influence motivation effects: A neuroscientific study on McClelland’s need theory. Review of Managerial Science, 13(2), 443–482. https://doi.org/10.1007/s11846-017-0252-1
Salomoni, P., Mirri, S., Ferretti, S., & Roccetti, M. (2007). Profiling learners with special needs for custom e-learning experiences, a closed case? Proceedings of the 2007 International Cross-Disciplinary Conference on Web Accessibility (W4A), 84–92. https://doi.org/10.1145/1243441.1243462
Sari, Z. P., Sarofah, R., & Fadli, Y. (2022). The implementation of inclusive education in Indonesia: Challenges and achievements. Jurnal Public Policy, 8(4), 264–269. https://doi.org/10.35308/jpp.v8i4.5420
Schutz, M. A., & Carter, E. W. (2022). Elevating the employment outcomes of transition-age youth with disabilities: Four decades of intervention research. Journal of Vocational Rehabilitation, 57(1), 1–21. https://doi.org/10.3233/JVR-221194
Selasi, P., & Budiyanto, B. (2025). Effectiveness of implementing inclusive education model in improving social-emotional competence of children with special needs in PAUD. Journal of Education Technology and Innovation, 8(1), 6–19. https://doi.org/10.31537/jeti.v8i1.2299
Slusareva, E., Dontsov, A., & Popova, M. (2019). Formation of professional readiness of teachers as a condition of realization of effective inclusive educational practice. 401–408. https://doi.org/10.2991/mplg-ia-19.2019.74
Stufflebeam, D. L., & Shinkfield, A. J. (1985). Stufflebeam’s improvement-oriented evaluation. In D. L. Stufflebeam & A. J. Shinkfield (Eds.), Systematic evaluation: A self-instructional guide to theory and practice (pp. 151–207). Springer Netherlands. https://doi.org/10.1007/978-94-009-5656-8_6
Sumarni, S., Salman, I., Priwicaksono, N., & Triana, D. D. (2024). Evaluating inclusive education services in Islamic education institutions. JISAE: Journal of Indonesian Student Assessment and Evaluation, 10(1), 10–21. https://doi.org/10.21009/jisae.v10i1.43841
Tah, J. K. (2025). Teachers understanding of inclusive education and challenges in implementation in the English education system in Cameroon. Policy Futures in Education, 23(6), 1051–1066. https://doi.org/10.1177/14782103251320812
Thaqi, V., & Atanasoska, T. (2025). Supporting students with special needs: Motivation and assessment through supplementary activities in action research. European Journal of Economics, Law and Social Sciences, 9(2). https://doi.org/10.2478/ejels-2025-0011
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
Unesco. (2020a). Global education monitoring report 2020: Inclusion and education-all means all. UN.
Waly, R., Asmi, N., Abdullah, R., & Syafriadi, S. (2025). Evaluation of the independent curriculum policy: A literature review on theoretical foundations and implementation practices. Journal of English Language and Education, 10(4), 1561–1569. https://doi.org/10.31004/jele.v10i4.1274
Widayanto, L. D., Soeharto, S., Sudira, P., Daryono, R. W., & Nurtanto, M. (2021). Implementation of the education and training program seen from the CIPPO perspective. Journal of Education Research and Evaluation, 5(4), 614–623. https://doi.org/10.23887/jere.v5i4.36826
Widyastuti, P., Hadi, S., Daryono, R. W., & Samad, N. B. A. (2023). The mediation role of university environment in the relationship between self-efficacy and family environment on entrepreneurial education interest: A PLS-SEM approach. Indonesian Journal on Learning and Advanced Education (IJOLAE), 295–310. https://doi.org/10.23917/ijolae.v5i3.22015
Wijayanti, K., Liftiah, L., & Budiyono, B. (2025). Assessing inclusive education in elementary schools: Insight from the Merdeka curriculum. AL-ISHLAH: Jurnal Pendidikan, 17(2), 2537–2549. https://doi.org/10.35445/alishlah.v17i2.6417
Wu, X. (2010). Universal design for learning: A collaborative framework for designing inclusive curriculum. I.e.: Inquiry in Education, 1(2).
Zahid, L. (2024). The impact of peer feedback on enhancing writing skills of ESL learners: Teachers’ and students’ experiences in the context of Vygotsky’s sociocultural theory [PhD Thesis, Brac University]. https://doi.org/10.5281/zenodo.747251
