EVALUASI IMPLEMENTASI BILINGUAL EDUCATION DI SEKOLAH SYSTEMATIC LITERATURE REVIEW BERDASARKAN MODEL CIPP

Abstract

Bilingual education has become an important strategy in improving educational quality and global competitiveness in the era of educational internationalization. However, the implementation of bilingual programs in schools remains inconsistent due to disparities in teacher readiness, institutional policy, pedagogical competence, and learning resources. This study aims to evaluate the implementation of bilingual education in schools through a Systematic Literature Review (SLR) based on the CIPP evaluation model (Context, Input, Process, Product). The study employed a qualitative SLR design following the PRISMA 2020 protocol. Literature data were collected from Scopus, Web of Science (WoS), ERIC, Google Scholar, and SINTA databases covering publications from 2020–2025. A total of 200 articles were initially identified, and 30 articles met the inclusion criteria for final analysis. Data were analyzed using thematic synthesis to identify implementation patterns, challenges, and evaluation dimensions of bilingual education programs. The findings reveal that bilingual education implementation is strongly influenced by globalization demands, English Medium Instruction (EMI) policies, teacher competence, institutional readiness, and translanguaging practices. The study also found that bilingual education contributes positively to students’ global communication skills and academic orientation, although disparities in educational resources and pedagogical readiness remain significant challenges. Furthermore, research on bilingual education is still dominated by learning outcome studies, while comprehensive evaluations based on the CIPP framework remain limited, particularly in developing countries. This study contributes theoretically by expanding the application of the CIPP evaluation model in bilingual education research and practically by providing strategic recommendations for schools and policymakers to improve bilingual education implementation.

Bilingual education telah menjadi salah satu strategi penting dalam meningkatkan kualitas pendidikan dan daya saing global pada era internasionalisasi pendidikan. Namun, implementasi program bilingual di sekolah masih menunjukkan hasil yang beragam akibat perbedaan kesiapan guru, kebijakan institusi, kompetensi pedagogis, dan ketersediaan sumber belajar. Penelitian ini bertujuan mengevaluasi implementasi bilingual education di sekolah melalui pendekatan Systematic Literature Review (SLR) berdasarkan model evaluasi CIPP (Context, Input, Process, Product). Penelitian menggunakan desain SLR kualitatif yang mengikuti protokol PRISMA 2020. Data literatur diperoleh dari database Scopus, Web of Science (WoS), ERIC, Google Scholar, dan SINTA dengan rentang publikasi tahun 2020–2025. Sebanyak 200 artikel awal berhasil diidentifikasi dan 30 artikel memenuhi kriteria inklusi untuk dianalisis lebih lanjut. Data dianalisis menggunakan thematic synthesis untuk mengidentifikasi pola implementasi, tantangan, dan dimensi evaluasi program bilingual education. Hasil penelitian menunjukkan bahwa implementasi bilingual education dipengaruhi oleh tuntutan globalisasi, kebijakan English Medium Instruction (EMI), kompetensi guru, kesiapan institusi, dan praktik translanguaging. Penelitian ini juga menemukan bahwa bilingual education memberikan kontribusi positif terhadap kemampuan komunikasi global dan orientasi akademik siswa, meskipun ketimpangan sumber daya pendidikan dan kesiapan pedagogis masih menjadi tantangan utama. Selain itu, penelitian bilingual education masih didominasi oleh kajian hasil belajar, sedangkan evaluasi komprehensif berbasis model CIPP masih relatif terbatas, khususnya di negara berkembang. Penelitian ini memberikan kontribusi teoretis melalui perluasan penggunaan model evaluasi CIPP dalam kajian bilingual education serta kontribusi praktis berupa rekomendasi strategis bagi sekolah dan pengambil kebijakan dalam meningkatkan efektivitas implementasi program bilingual.