An Evaluation of the Teacher Service Training Program at Islamic Boarding School: A Study of the Kirkpatrick Model

Nurul Mawaddah 1 Indonesia , Muhammad Nur Akbar Rasyid 2 Indonesia , Sitti Mania 2 Indonesia
1 Universitas Islam As'adiyah Sengkang
2 Universitas Islam Negeri Alauddin Makassar
Link Copied!
Published 2025-09-03
Vol. 4 No. 4 (2025) PAGES 1013-1027
DOI 10.51574/ijrer.v4i4.3585
Views / Downloads 413 358

There is an urgent need to enhance the professionalism of teachers, especially in Islamic boarding schools, to effectively tackle the challenges of modern education without compromising traditional Islamic values. Although teacher training evaluations have been widely conducted, gaps remain in the evaluation of the provision for new graduates before serving. The goal of this study is to assess the effectiveness of the teacher service training program at Islamic Boarding School using the Kirkpatrick evaluation model approach. This study uses a qualitative approach with an evaluation type of Kirkpatrick evaluation model that refers to two initial levels: reaction and learning. This research was conducted at the As'adiyah Sengkang Islamic Boarding School. Data were obtained through interviews, observations, documentation, and FGDs with participants, facilitators, and program managers. The evaluation results show that at the reaction level, participants gave very positive responses to the relevance of the material, teaching methods, the quality of the facilitators, and the learning environment. Meanwhile, at the learning level, there was a significant increase in participants' cognitive, affective, and psychomotor competencies, including the ability to integrate As'adiyah values into learning practices. These findings indicate that the training program has succeeded in forming prospective teachers who are not only technically skilled but also have character. Recommendations based on the evaluation results include the need for continued development, improved technological facilities, and further evaluation at the behavioral and outcome levels to measure long-term impact.

Mawaddah, N., Rasyid, M. N. A., & Mania, S. (2025). An Evaluation of the Teacher Service Training Program at Islamic Boarding School: A Study of the Kirkpatrick Model. ETDC: Indonesian Journal of Research and Educational Review , 4(4), 1013–1027. https://doi.org/10.51574/ijrer.v4i4.3585
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Akar, H. (2018). The relationships between quality of work life, school alienation, burnout, affective commitment and organizational citizenship: A study on teachers. European Journal of Educational Research, 7(2), 169-180. https://doi.org/10.12973/eu-jer.7.2.169
  2. Alsalamah, A., & Callinan, C. (2021). The Kirkpatrick model for training evaluation: bibliometric analysis after 60 years (1959–2020). Industrial and Commercial Training. https://doi.org/10.1108/ICT-12-2020-0115
  3. Al Faruq, M. S. S., Sunoko, A., Rozi, M. A. F., & Salim, A. (2024). Enhancing Educational Quality through Principals' Human Resources Management Strategies. Al-Ishlah: Jurnal Pendidikan, 16(2), 1108-1117. https://doi.org/10.35445/alishlah.v16i2.5042
  4. Boice, K. L., Jackson, J. R., Alemdar, M., Rao, A. E., Grossman, S., & Usselman, M. (2021). Supporting teachers on their STEAM journey: A collaborative STEAM teacher training program. Education Sciences, 11(3), 105. https://doi.org/10.3390/educsci11030105
  5. Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European journal of education, 54(3), 356-369. https://doi.org/10.1111/ejed.1234
  6. Casta, I.-R. (2023). The Role of Extracurricular Activities in Primary Education.East African Scholars Journal of Education, Humanities and Literature. https://doi.org/10.36349/easjehl.2023.v06i05.005
  7. Chang, C. F., Annisa, N., & Chen, K. Z. (2024). Pre-service teacher professional education program (PPG) and Indonesian science teachers' TPACK development: A career-path comparative study. Education and Information Technologies, 1-23. https://doi.org/10.1007/s10639-024-13160-6
  8. Cheng, H., Lu, T., Hao, R., Li, J., & Ai, Q. (2024). Incentive-based demand response optimization method based on federated learning with a focus on user privacy protection. Applied Energy, 358, 122570. https://doi.org/10.1016/j.apenergy.2023.122570
  9. Dooley, E. (2020). An ethnographic look into farmer discussion groups through the lens of social learning theory. Sustainability, 12(18), 7808. https://doi.org/10.3390/su12187808
  10. Darling-Hammond, L., Burns, D., Campbell, C., Goodwin, A. L., Hammerness, K., Low, E. L., ... & Zeichner, K. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. John Wiley & Sons.
  11. Gandomkar, R. (2018). Comparing Kirkpatrick’s original and new model with CIPP evaluation model. Journal of Advances in Medical Education & Professionalism, 6(2), 94. https://doi.org/10.30476/JAMP.2018.41014
  12. Goegan, L. D., Dueck, B. S., & Daniels, L. M. (2021). Are you feeling successful?: Examining postsecondary student perceptions of success with an expectancy value theory lens. Social Psychology of Education. https://doi.org/10.1007/S11218-021-09641-Y
  13. Hadi, A., Romli, R., Ismail, F., & Karoma, K. (2022). Evaluasi model Kirkpatrick pelatihan baitul arqam dalam pembinaan kompetensi kepribadian guru SMA Muhammadiyah di kota palembang. Edukasi Islami: Jurnal Pendidikan Islam, 11(02). https://jurnal.staialhidayahbogor.ac.id/index.php/ei/article/view/3687
  14. Halim, W. (2018). Young Islamic preachers on Facebook: Pesantren As’ adiyah and its engagement with social media. Indonesia and the Malay World, 46(134), 44-60. https://doi.org/10.1080/13639811.2018.1416796
  15. Hosaini, Zikra, A., & Muslimin, M. (2022). Efforts to improve teacher’s professionalism in the teaching learning process. Al-Risalah: Jurnal Dakwah Dan Pendidikan. https://doi.org/10.34005/alrisalah.v13i2.1881
  16. Huhtala, A., & Vesalainen, M. (2017). Challenges in developing in-service teacher training: Lessons learnt from two projects for teachers of Swedish in Finland. Apples-Journal of Applied Language Studies, 11(3), 55-79. https://doi.org/10.17011/apples/urn.201712104584
  17. Ingersoll, R., May, H., & Collins, G. (2019). Recruitment, employment, retention and the minority teacher shortage. Education Policy Analysis Archives, 27(37).
  18. Kiettikunwong, N., & Narot, P. (2024). A Critical Examination of Kirkpatrick, Bushnell, Warr et al., and Stufflebeam and Zhang’s Evaluation Models. In Determining Outcomes and Impacts of Human Resource Development Programs (pp. 73-85). Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-97-0395-1_6
  19. Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation. Association for Talent Development.
  20. López Solé, S., Civís Zaragoza, M., & Díaz-Gibson, J. (2018). Improving interaction in teacher training programmes: the rise of the social dimension in pre-service teacher education. Teachers and Teaching, 24(6), 644-658. https://doi.org/10.1080/13540602.2018.1459541
  21. Lund, L. (2020). When school-based, in-service teacher training sharpens pedagogical awareness. Improving Schools, 23(1), 5-20. https://doi.org/10.1177/1365480218772638
  22. Nordgren, K., Kristiansson, M., Liljekvist, Y., & Bergh, D. (2021). Collegial collaboration when planning and preparing lessons: A large-scale study exploring the conditions and infrastructure for teachers’ professional development. Teaching and Teacher Education, 108, 103513. https://doi.org/10.1016/j.tate.2021.103513
  23. Nurfahurrahmah, N., Ferawati, F., & Suryani, E. A. (2023). Penguatan Kompetensi Guru Di Kabupaten Bima Dalam Menyusun Program Sekolah. https://doi.org/10.57218/jompaabdi.v2i4.910
  24. Paul, S., Burman, R. R., & Singh, R. (2024). Training effectiveness evaluation: Advancing a Kirkpatrick model based composite framework. Evaluation and Program Planning, 107, 102494. https://doi.org/10.1016/j.evalprogplan.2024.102494
  25. Quinton, M. L., Tidmarsh, G., Parry, B. J., & Cumming, J. (2022). A Kirkpatrick Model Process Evaluation of Reactions and Learning from My Strengths Training for LifeTM. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph191811320
  26. Reio, T. G., Rocco, T. S., Smith, D. H., & Chang, E. (2017). A Critique of Kirkpatrick’s Evaluation Model. New Horizons in Adult Education and Human Resource Development. https://doi.org/10.1002/NHA3.20178
  27. Rojo, J., Ramjan, L. M., George, A., Hunt, L., Heaton, L., Kaur, A., & Salamonson, Y. (2022). Applying Mezirow’s Transformative Learning Theory into nursing and health professional education programs: A scoping review. Teaching and Learning in Nursing. https://doi.org/10.1016/j.teln.2022.09.013
  28. Rusciolelli, V. B., Xavier, T. P., Gonçalves, W., & de Freitas, R. R. (2019). Construção e Análise de um Procedimento Avaliativo de Treinamento: Modelo Kirkpatrick/Construction and Analysis of an Evaluating Training Procedure: Kirkpatrick Model. Revista FSA (Centro Universitário Santo Agostinho), 17(1), 177-194. http://dx.doi.org/10.12819/2020.17.1.9
  29. Shang, C., Moss, A. C., & Chen, A. (2022). The expectancy-value theory: A meta-analysis of its application in physical education. Journal of Sport and Health Science. https://doi.org/10.1016/j.jshs.2022.01.003
  30. Steinert, Y., O’Sullivan, P. S., & Irby, D. M. (2019). Strengthening teachers’ professional identities through faculty development. Academic Medicine, 94(7), 963-968. https://doi.org/10.1097/ACM.0000000000002695
  31. Stewart, T. T., & Jansky, T. A. (2022). Novice teachers and embracing struggle: Dialogue and reflection in professional development. Teaching and Teacher Education: Leadership and Professional Development, 1, 100002. https://doi.org/10.1016/j.tatelp.2022.100002
  32. Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12-23. https://doi.org/10.1016/j.tate.2017.11.005
  33. Yunus, R., Diana, N., Patimah, S., & Pahrudin, A. (2020). Kirkpatrick Model Evaluation On The Implementation Of Strengthening School Supervisors Based On Best Practice, Hots And Adult Learning. Edukasi Islami: Jurnal Pendidikan Islam, 9(02), 651-662. https://doi.org/10.30868/ei.v9i02.1286
  34. Zhang, H., & Tian, M. (2025). Unpacking the multi-dimensional nature of teacher competencies: a systematic review. Scandinavian Journal of Educational Research, 69(5), 1004-1025. https://doi.org/10.1080/00313831.2024.2369867
  35. Zheng, X., Ding, S., Luo, S., & Zhang, W. (2025). Novice Teacher’s Social and Emotional Learning: Challenges and Coping Strategies. The Asia-Pacific Education Researcher, 1-10. https://doi.org/10.1007/s40299-025-01008-7

Copyright (c) 2025 Nurul Mawaddah, Muhammad Nur Akbar Rasyid, Sitti Mania

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Most read articles by the same author(s)

Similar Articles

<< < 6 7 8 9 10 11 12 13 14 15 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Islamic Boarding School Program Evaluation Teacher Service Training Kirkpatrick Model