Evaluation of the New Student Admission Program at IAIN Sorong Using the CIPP Model

Abstract

This study aims to evaluate the implementation of the new student admission program at the State Islamic Institute (IAIN) Sorong using the CIPP (Context, Input, Process, Product) evaluation model. The study focuses on the new student admission program implemented through the institutional strengthening of the Admission Center as a newly established formal unit in the 2024/2025 academic year. This study employed a qualitative evaluative approach. The research informants consisted of 13 participants, including one Head of the Admission Center, five admission team members, two lecturers, and five new students. The study was conducted at IAIN Sorong, Southwest Papua, from December 2025 to April 2026. Data were collected through in-depth interviews, observations of socialization activities, registration, and administrative selection processes, as well as document analysis covering institutional policies, admission standard operating procedures (SOPs), SPAN-PTKIN and UM-PTKIN guidelines, applicant and new student data, and institutional publication archives. Data were analyzed using the Miles and Huberman interactive model through data reduction, data display, and conclusion drawing and verification. Data validity was established through triangulation, member checking, and peer debriefing. The evaluation results show that, in the context dimension, the program is relevant to IAIN Sorong’s vision and mission and to the need to expand access to Islamic higher education in Southwest Papua, although needs analysis and environmental mapping need to be strengthened. In the input dimension, the program is supported by institutional policies, human resources, infrastructure, procedures, service systems, and budgetary support; however, improvements in human resource capacity and digital infrastructure are still required. In the process dimension, the admission program generally operates according to established procedures and demonstrates adaptability through socialization, services, and outreach strategies that respond to the social and geographical conditions of the region. In the product dimension, the program demonstrates positive initial results through increased student enrollment and expanded access to higher education, although outcome evaluation remains predominantly based on quantitative indicators. Accordingly, system strengthening should include improving human resource capacity, strengthening digital service systems and technology, and enhancing planning, coordination, and continuous evaluation mechanisms rather than focusing solely on information system development. Practically, the admission program should be directed toward needs-based planning, improvement of team competencies, sustainable digital service development, and the development of outcome indicators covering student quality and academic success. This study contributes a comprehensive evaluation of a newly institutionalized admission program at an Islamic higher education institution in Southwest Papua, a context characterized by distinctive geographical, social, and digital access conditions that differ from those examined in previous higher education admission studies.remains dominated by quantitative indicators.