Food Security Education Based on the Circular Economy: CIPP Evaluation of the Ecopesantren Model

Lilis Karyawati; Achmad Junaedi Sitika; Muhamad Taufik Bintang Kejora Bintang Kejora; Raihan Maulana; Nazwa Nur Aulia Syam; Li Kun Mei Li Kun Mei

doi:10.35445/alishlah.v18i2.9382

Food Security Education Based on the Circular Economy: CIPP Evaluation of the Ecopesantren Model

Lilis Karyawati, Achmad Junaedi Sitika, Muhamad Taufik Bintang Kejora Bintang Kejora, Raihan Maulana, Nazwa Nur Aulia Syam, Li Kun Mei Li Kun Mei

Abstract

This study evaluates circular economy-based food security education at Miftahul Huda Al-Musri Ecopesantren using the CIPP framework, which includes Context, Input, Process, and Product. The study addresses the limited evaluative research on how pesantren-based food security programs integrate circular economy principles, Islamic educational values, and Education for Sustainable Development. A sequential explanatory mixed methods design was employed. The quantitative phase involved 178 students selected through total sampling with inclusion criteria, using a 20-item Likert-scale questionnaire based on the CIPP dimensions. The qualitative phase used purposive sampling involving pesantren leaders, program coordinators, technical assistants, and selected students to deepen the survey findings through interviews, participatory observations, and documentation. The findings show that the program was perceived to be highly effective, with an overall mean score of 4.26. The Context dimension indicated strong relevance to students’ needs, Islamic values, and sustainability goals. The Input dimension showed adequate facilities, curriculum integration, and learning resources, although facilitator competence still required strengthening. The Process dimension reflected structured planning, active student involvement, supervision, and follow-up, while formal monitoring and evaluation remained limited. The Product dimension indicated positive outcomes in harvest production, student innovation, discipline, responsibility, ecological awareness, and independence. This study concludes that circular economy-based food security education can serve as a contextual, experiential, and value-based model for sustainable Islamic education when supported by stronger facilitator capacity and systematic evaluation mechanisms.

Keywords

food security education; circular economy; ecopesantren; CIPP evaluation; sustainable Islamic education

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DOI: https://doi.org/10.35445/alishlah.v18i2.9382