Mapping Integrated Curriculum Evaluation: CIPP, Data-Driven, and Professional Learning in 21st-Century Educational Leadership

• M. Tri Afriyadi Nur Asidin

  Indonesia University of Education

  Author

• Ahmad Fajar Fadhlillah

  Indonesia University of Education

  Author

The paradigm of curriculum evaluation in 21st-century educational leadership remains dominated by linear and static models, yet modern educational contexts demand responsive and evidence-based approaches. This literature study examines how the CIPP model (Context-Input-Process-Product), data-driven evaluation, and professional learning communities integrate within educational leadership practice during 2019–2025. The methodology employs literature review of 18 selected academic publications through systematic search in academic databases. Analysis proceeded through three sequential stages: component-level synthesis examining mechanisms, effectiveness, and barriers for each component; integration pattern identification employing thematic analysis of eight integration-specific sources to map interaction mechanisms and enabling conditions; and framework synthesis involving iterative thematic analysis and conceptual mapping to develop the integrated circular model. Results show three major findings: a paradigm shift from linear models toward circular evaluation frameworks, conceptual convergence on responsiveness and evidence-based practice as core integration mechanisms, and successful integration through simultaneous alignment of structural, cultural, and relational dimensions. The study identifies three critical gaps: integration mechanisms among the three components lack theoretical elaboration, empirical evidence from diverse contexts remains limited, and the relationship between integrated framework implementation and learning improvements is unclear. These gaps form the basis for developing a conceptual framework that explains how integrating the three components can enhance the quality of educational leadership decision-making. This framework is proposed as a practical solution for educational leadership that is more responsive, inclusive, and data-informed aligned with 21st-century demands. The research implications are particularly relevant for Indonesia's Kurikulum Merdeka implementation, which requires adaptive leadership and data-informed decision-making to enhance school learning quality.

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