Evaluation of the secondary school seventh grade Religious Culture and Ethics Course Teaching Program according to the CIPP model

This study aims to evaluate the 7thgrade Religious Culture and Moral Knowledge Course Curriculum, published and put into effect by the Ministry of National Education in 2018, in the context of teachers' opinions based on Stufflebeam's Context-Input-Process-Product Model. The study group of the research consists of 30 Religious Culture and Moral Knowledge teachers working in secondary schools affiliated with the Ministry of National Education (MEB) in Afyonkarahisar province in the 2022-2023 academic year. In the research, case study design was used, and the data provided through document analysis and interview techniques. In the study, the 2018 and 2024 7thgrade Religious Culture and Ethics course curriculum prepared by the Ministry of Education were examined. Besides, interviews were held with the 7thgrade Religious Culture and Ethics course teachers using a semi-structured interview form developed by the researcher. In the context dimension of curriculum, it was concluded that the curriculum was designed appropriately in terms of philosophical foundations but this design could not be put into practice, its aims were in line with student characteristics and current developments and also met student needs, it should be reviewed to take into account the individual differences of teachers and students, it provided the development of the individual in all aspects, the implementation period was sufficient. In the input dimension; the curriculum's achievements met the needs of the individual-society-subject area, it was partially consistent and more oriented towards the cognitive area, it was oriented towards student behavior, it was compatible with the general objectives of the secondary school level and the general objectives of the curriculum. Regarding the content of the curriculum; it was concluded that the curriculum is suitable for its objectives, it is partially phased, and it is compatible with the curriculum objectives. In addition, it was concluded that the teachers consider themselves sufficient to implement the curriculum, the textbook is not fully sufficient to achieve the objectives of the curriculum, and the concepts and terms in the curriculum should be reviewed. In the process dimension; it was determined that during the implementation of the curriculum, the teachers mostly applied the strategy of presentation and the method of narration, they mostly applied research, drama and verse-hadith finding activities as activities, they emphasized that the student should be at the center in the process, and that audio materials should be used in teaching surahs, prayers and worships. In addition, it was concluded that various problems were experienced due to the content of the curriculum, lack of material use and large class sizes. In the product dimension; it was concluded that the evaluation types and measurement tools of the curriculum were not fully effective, that it provided students with information especially about the lives of the prophets, problem solving and critical thinking skills, various values, cultural awareness competence and positive attitudes, and that it was not sufficient to meet the expectations of teachers and students. It was also observed that teachers made various suggestions regarding the content of the curriculum.