Reflection-Based CPD in Madrasah Education: A CIPP-Guided Framework for Enhancing Teacher Professionalism in Islamic School Contexts

This study examines the effectiveness of reflection-based Continuous Professional Development (CPD) in enhancing teacher professionalism in Indonesian madrasahs. Employing a sequential mixed-methods design, the research combined qualitative methods interviews, classroom observations, and document analysis with a quantitative survey of 123 teachers from four madrasahs in Metro. Findings indicate that CPD programs significantly improved teachers’ pedagogical competence, motivation, and adoption of innovative teaching practices. However, several challenges were identified, including limited institutional support, misalignment between CPD content and actual teaching needs, and low stakeholder engagement. A statistically significant positive correlation was found between CPD participation and perceived pedagogical competence (r = 0.68, p < 0.05). Guided by the CIPP evaluation model and grounded theory, the study proposes a culturally responsive, context-specific CPD evaluation framework tailored to the dual religious and academic mandate of madrasah education. The findings contribute to the underexplored area of CPD in Islamic educational contexts and offer practical recommendations for integrating reflective practices into teacher development policies and programs.