Evaluation of the Tahfizhul Al-Qur’an Program Using the CIPP Model (Context, Input, Process, and Product) at Tahfizhul Qur’an Al-Faaliqul Irsyaad Islamic Boarding School, Takalar Regency

Abstract

This study evaluates the Tahfizhul Al-Qur’an program at Al-Faaliqul Irsyaad Islamic Boarding School in Takalar Regency, Indonesia, using the CIPP (Context, Input, Process, Product) evaluation model. The study aims to describe the quality of the program in terms of its context, input, process, and product components. A qualitative descriptive-evaluative design was employed. Data were collected through observation, semi-structured interviews, and documentation involving the school leader, instructors, students, and parents. Data were analyzed through data reduction, data display, and conclusion drawing, while data validity was established through triangulation. The evaluation results indicate that the context and input components each achieved 75% and were categorized as appropriate, the process component achieved 100% and was categorized as very appropriate, and the product component achieved 50% and was categorized as fairly appropriate. These percentages were obtained by comparing the scores of the indicators fulfilled in each CIPP component with the maximum possible scores, then multiplying the results by 100%. The program has been a flagship initiative since 2019 and is implemented daily through ziyadah (new memorization) and muroja’ah (memorization revision). However, a major finding reveals that only three out of 25 students in grades VII and VIII (12%) achieved the minimum target of memorizing five juz per year. This indicates a gap between the implementation of program activities and the achievement of the expected learning outcomes. The main constraints include the limited number of instructors who have memorized 30 juz with mutqin proficiency, differences in students’ initial Qur’anic reading abilities, the absence of written program guidelines, and irregular evaluation meetings. Therefore, the study recommends recruiting and developing qualified instructors, grouping students according to their initial abilities, establishing written program guidelines, and institutionalizing regular CIPP-based evaluations to improve program effectiveness and students’ memorization achievement.