Reconstruction of the Evaluation of Christian Early Childhood Education Based on the CIPP Model in the Digital Ecosystem
DOI:
https://doi.org/10.53547/8d45eg60Keywords:
authentic assessment, Christian early childhood education, CIPP model, digital documentation, faith formationAbstract
Assessment in Christian Early Childhood Education (CECE) still tends to adopt the logic of formal schooling, emphasizing cognitive outcomes and therefore failing to fully capture children’s spiritual, moral, and character development within the digital ecosystem. This study aims to reconstruct CECE assessment using the CIPP model (Context, Input, Process, Product) in ways that are developmentally appropriate and responsive to digital dynamics. The study employs a qualitative approach with a descriptive-analytical literature review of educational evaluation, Christian education theology, early childhood education, and early childhood assessment policy. The findings indicate that CECE assessment should address four interrelated dimensions: the context of family, church, and children’s digital exposure; the readiness of teachers, parents, curriculum, and documentation resources; play-based, dialogical, and reflective learning processes; and products understood as evidence of children’s spiritual, moral, and character growth rather than merely learning outcomes. Digital technology should primarily function as a documentation tool managed ethically through parental consent and child data protection. This study offers a developmentally appropriate CIPP assessment framework for CECE and supports stronger partnerships among schools, families, and churches in Indonesia.
Abstrak
Evaluasi Pendidikan Agama Kristen Anak Usia Dini masih cenderung mengadopsi logika penilaian sekolah formal yang berorientasi pada hasil kognitif, sehingga belum sepenuhnya menangkap pertumbuhan iman, moral, dan karakter anak dalam ekosistem digital. Penelitian ini bertujuan merekonstruksi evaluasi Pendidikan Kristen Anak Usia Dini berbasis model CIPP (Context, Input, Process, Product) yang sesuai dengan tahap perkembangan anak dan relevan dengan dinamika digital. Penelitian menggunakan pendekatan kualitatif dengan desain studi pustaka deskriptif-analitis terhadap literatur evaluasi pendidikan, teologi pendidikan Kristen, pendidikan anak usia dini, dan kebijakan asesmen PAUD. Hasil kajian menunjukkan bahwa evaluasi perlu mencakup empat dimensi: konteks keluarga, gereja, dan paparan digital; kesiapan guru, orang tua, kurikulum, dan dokumentasi; proses belajar berbasis bermain yang dialogis dan reflektif; serta produk sebagai jejak pertumbuhan spiritual, moral, dan karakter, bukan sekadar hasil belajar. Teknologi digital terutama berfungsi sebagai sarana dokumentasi yang dikelola secara etis melalui persetujuan orang tua dan perlindungan data anak. Kajian ini menawarkan kerangka evaluasi CIPP yang sesuai perkembangan bagi Pendidikan Kristen Anak Usia Dini dan mendukung kemitraan sekolah, keluarga, dan gereja di Indonesia.
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