EVALUASI PROGRAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) DENGAN MODEL CIPP DI SMPTQ FAJRI BOGOR

Abstract

The quality of Islamic Religious Education (IRE) learning programs plays an essential role in achieving educational objectives, particularly in shaping students' religious knowledge, attitudes, and practices. Therefore, systematic program evaluation is required to ensure that learning activities are implemented effectively and continuously improved. This study aims to evaluate the Islamic Religious Education (IRE) learning program at SMPTQ Fajri Bogor using the CIPP (Context, Input, Process, Product) evaluation model. A qualitative approach with a phenomenological design was employed. Data were collected through interviews, observations, and documentation involving the principal, vice principal for curriculum affairs, Islamic Religious Education teachers, parents, students, and alumni. The collected data were analyzed through data reduction, data display, and conclusion drawing, while credibility was established through triangulation and member checking. The findings reveal that the learning program has been implemented in accordance with the school's vision and mission as a Tahfiz-based Islamic institution. The input component demonstrates that qualified teachers, relevant curriculum, and adequate facilities support the implementation of the program, although the integration of educational technology requires further improvement. In terms of process, learning activities have effectively integrated Qur'an memorization, religious habituation, and character education; however, instructional innovation and technology utilization remain limited. The product evaluation indicates positive outcomes in students' cognitive, affective, and psychomotor domains, particularly in strengthening religious character and Islamic competencies. Overall, the Islamic Religious Education learning program at SMPTQ Fajri Bogor has been implemented effectively, although continuous improvement is necessary to enhance instructional quality and program sustainability.