From Access to Quality: Evaluation of Inclusive Education Programs through CIPP Model-Based Systematic Literature Review

Authors

  • Mar'atul Hidayah Izzatul Islami Department of Islamic Education, Faculty of Islamic Studies and Civilization, Universitas Muhammadiyah Yogyakarta., Indonesia https://orcid.org/0009-0007-6184-2825
  • Evita Yuliatul Wahidah Department of Islamic Education, Faculty of Islamic Studies and Civilization, Universitas Muhammadiyah Yogyakarta., Indonesia
  • Anita Aisah Department of Islamic Education, Faculty of Islamic Studies and Civilization, Universitas Muhammadiyah Yogyakarta., Indonesia

DOI:

https://doi.org/10.47679/jopp.8214562026

Keywords:

Inclusive Education, Program Evaluation, CIPP Model, Education Quality, Systematic Literature Review

Abstract

Inclusive education aims to provide equal learning opportunities for all students, including students with special needs, within the same educational environment. Although inclusive education policies in Indonesia have expanded access to schooling, the quality of program implementation remains uneven across schools. This study aims to analyze the quality of inclusive education programs using the CIPP (Context, Input, Process, Product) evaluation framework. This study employed a Systematic Literature Review (SLR) approach following the PRISMA guidelines. Literature searches were conducted in January 2026 through Google Scholar using the keywords “inclusive education”, “program evaluation”, and “CIPP model”. The inclusion criteria covered journal articles published between 2020 and 2025 in Indonesian and English that discussed the evaluation of inclusive education programs. Five articles met the inclusion criteria and were analyzed through thematic coding based on the CIPP components. The findings show that inclusive education policies have generally been implemented in schools, but their application in classroom practice is still inconsistent. The main challenges identified across studies include limited teacher competence, shortages of special assistant teachers, inadequate adaptive learning facilities, and assessment systems that have not fully accommodated diverse learning needs. Several studies also reported positive impacts on students’ social participation and self-confidence. This review indicates that improving the quality of inclusive education requires stronger teacher preparation, adaptive learning strategies, collaborative support systems, and responsive evaluation practices.

Author Biographies

Mar'atul Hidayah Izzatul Islami, Department of Islamic Education, Faculty of Islamic Studies and Civilization, Universitas Muhammadiyah Yogyakarta.

Mar’atul Hidayah Izzatul Islami is an undergraduate student in the Department of Islamic Education, Faculty of Islamic Studies and Civilization, Universitas Muhammadiyah Yogyakarta, Indonesia. Her academic interests include inclusive education, Islamic education, educational evaluation, and learning development.

Evita Yuliatul Wahidah, Department of Islamic Education, Faculty of Islamic Studies and Civilization, Universitas Muhammadiyah Yogyakarta.

Evita Yuliatul Wahidah is a lecturer and researcher in the field of Islamic Education and Educational Psychology. She is affiliated with the Department of Islamic Education, Faculty of Islamic Studies and Civilization, Muhammadiyah University of Yogyakarta, Indonesia. Her research interests include Islamic education, inclusive education, educational evaluation, curriculum development, and student development.

Anita Aisah, Department of Islamic Education, Faculty of Islamic Studies and Civilization, Universitas Muhammadiyah Yogyakarta.

Anita Aisyah is a lecturer and educational psychologist in the Department of Islamic Education, Faculty of Islamic Studies and Civilization, Universitas Muhammadiyah Yogyakarta, Indonesia. Her academic interests include educational psychology, inclusive learning, child and adolescent development, and mental health in educational settings.

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Published

2026-06-01

How to Cite

Islami, M. H. I., Wahidah, E. Y., & Aisah, A. (2026). From Access to Quality: Evaluation of Inclusive Education Programs through CIPP Model-Based Systematic Literature Review. Journal of Psychological Perspective, 8(2), 105–114. https://doi.org/10.47679/jopp.8214562026

Issue

Vol. 8 No. 2 (2026)

Section

Literature Review

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Copyright (c) 2026 Mar'atul Hidayah Izzatul Islami, Evita Yuliatul Wahidah, Anita Aisyah

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