Evaluation of the Qur'an Memorization Program Based on the CIPP Model Through Final Tasmi’ Activities in the Tahfidz Class at SMPIT Insan Madani Palopo

Abstract

This study aims to evaluate the Qur'an Memorization Program through the Final Tasmi’ activity in the Tahfidz Class at SMPIT Insan Madani Palopo using the CIPP (Context, Input, Process, and Product) evaluation model. This evaluative research measures the effectiveness of the implemented learning program while identifying strengths and weaknesses in each program component. The CIPP model, developed by Stufflebeam, serves as the analytical framework for examining all aspects of the program. Data were collected through observation, interviews, and documentation, then analyzed qualitatively. The results of the study show that, in the context evaluation, the program focuses on strengthening student memorization but has not been adjusted to students' individual needs. The program also lacks a specific vision and mission and instead refers to the school's vision and mission. In the evaluation of inputs, schools do not yet have formal criteria in teacher selection due to limited human resources. Teachers' backgrounds vary, but they receive periodic training and basic facilities and infrastructure because final Tasmi’ is held at students' homes. In the evaluation process, learning uses the Wafa method with the rhythm of Hijaz, with a daily deposit system that includes pilgrimage, muraja'ah, and turjuman, and final Tasmi’ is carried out 1 time at the end of the even semester of grade IX. In the product evaluation, students' memorization achievements vary, with 58% of students achieving the target of 3 juz, while students' reading fluency is generally relatively good. This research contributes to the development of Qur'an learning programs in a formal education environment through a comprehensive and continuous evaluation approach.