<![CDATA[ABSTRACT The Bina Pribadi Islam (BPI) program is a form of Islamic character development in Integrated Islamic Junior High Schools (SMPIT) that needs to be examined in terms of its alignment with institutional goals and the readiness of supporting resources. This study aimed to evaluate two CIPP dimensions, namely context and input, in the BPI program at four SMPITs in East Lombok Regency. The context evaluation focused on the strategic alignment of the program with the schools’ vision and mission and students’ Islamic character development needs, while the input evaluation focused on resource readiness; the process and product dimensions were not evaluated. This study employed a qualitative evaluative approach with a multisite case study design. Data were collected from four principals, seven BPI mentors, 31 students, and 24 parents through interviews, observations, documentation, and a four-point Likert-scale questionnaire. Data were analyzed thematically and descriptively through source and technique triangulation. The results showed that BPI had strong strategic alignment with the schools’ vision and mission and students’ Islamic character development needs. Resource readiness was generally good, particularly in program documentation and management support, but the human-resource capacity of BPI mentors was the main weakness, with a mean score of 2.60. These findings highlight the need to strengthen mentor competence and distribution as well as stakeholder alignment between schools and families. Academically, this study demonstrates the importance of simultaneously analyzing context and input as a basis for evaluating and sustainably developing BPI programs in SMPITs. ABSTRAK Program Bina Pribadi Islam (BPI) merupakan bentuk pembinaan karakter Islami di Sekolah Menengah Pertama Islam Terpadu (SMPIT) yang perlu ditinjau dari keselarasan program dengan arah kelembagaan dan kesiapan sumber daya pendukungnya. Penelitian ini bertujuan mengevaluasi dua dimensi CIPP, yaitu context dan input, pada program BPI di empat SMPIT di Kabupaten Lombok Timur. Evaluasi context berfokus pada keselarasan strategis program dengan visi-misi sekolah dan kebutuhan pembentukan karakter Islami siswa, sedangkan evaluasi input berfokus pada kesiapan sumber daya; dimensi process dan product tidak dievaluasi. Penelitian menggunakan pendekatan kualitatif evaluatif dengan desain studi kasus multisitus. Data diperoleh dari empat kepala sekolah, tujuh pembina BPI, 31 siswa, dan 24 orang tua melalui wawancara, observasi, dokumentasi, dan angket skala Likert empat tingkat. Analisis dilakukan secara tematik dan deskriptif melalui triangulasi sumber dan teknik. Hasil menunjukkan bahwa BPI memiliki strategic alignment yang kuat dengan visi-misi sekolah dan kebutuhan karakter Islami siswa. Kesiapan sumber daya secara umum baik, terutama pada kelengkapan dokumen program dan dukungan manajemen, tetapi human-resource capacity pembina menjadi kelemahan utama dengan rerata 2,60. Temuan ini menegaskan perlunya penguatan kompetensi dan pemerataan pembina serta stakeholder alignment antara sekolah dan keluarga. Secara akademik, penelitian ini menunjukkan pentingnya analisis simultan context dan input sebagai dasar evaluasi dan pengembangan BPI yang berkelanjutan di SMPIT.]]>
