The Effectiveness of Independent Curriculum on Learning Interest and Character Development of Students with Special Needs: CIPPO Analysis

Sulaiman Abdul Rasid; Jamus Al Ma’ruf; Syivani Illus Shoha; Aqna Rahma Atika

Authors

Sulaiman Abdul Rasid Universitas Islam Negeri Kiai Ageng Basari Ponorogo, Indonesia
Jamus Al Ma’ruf Universitas Islam Indonesia Yogyakarta, Indonesia
Syivani Illus Shoha Universitas Negeri Malang, Indonesia
Aqna Rahma Atika Universitas Al-Azhar, Egypt

Keywords:

Independent Curriculum, Inclusive Education, Learning Interest, Character Development

Abstract

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.

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