Evaluation of the Tahsin Lit Tahfidz Program Using the CIPP Model at an Islamic Elementary School

Abstract

This study aims to evaluate the Tahsin Lit Tahfidz program at SDIT Generasi Rabbani Bengkulu City using the CIPP (Context, Input, Process, Product) evaluation model and to formulate recommendations for improving the quality of Qur’an learning. This study employed a qualitative evaluative approach, with data collected through interviews, observations, and documentation involving the principal, Qur’an program coordinators, Tahsin-Tahfidz teachers, and students. The study analyzed the data through reduction, organization, and interpretation based on the four CIPP components. The findings indicate that, in the context component, the program is relevant to the school’s vision, mission, and students’ needs for improving Qur’anic reading quality. In the input component, the program is supported by competent teachers, Ilman wa Ruuhan (IWR) learning materials, Qur’an halaqah, monitoring books, and a structured examination system, although learning facilities and time allocation require improvement. In the process component, learning is implemented through IWR, talaqqi, muroja’ah, small-group instruction, daily correction, and periodic evaluation. However, differences in students’ abilities and limited reading practice at home remain challenges. The product evaluation demonstrates improvement in students’ reading fluency and tajweed accuracy, although achievement remains uneven. The study concludes that the program is generally effective but requires strengthened ability-based grouping, learning facilities, evaluation follow-up, and parental involvement to ensure more consistent Qur’anic reading competence