<![CDATA[The integration of Islamic values into science education remains a critical challenge in Islamic higher education, particularly in General Chemistry courses where the disconnect between spiritual and scientific knowledge persists. Despite widespread recognition of the importance of integrating religious values with scientific learning, systematic evaluation of such integrated programs is limited. This study comprehensively evaluates an Islamic-integrated General Chemistry course program using the Context, Input, Process, and Product (CIPP) evaluation model to assess program alignment with institutional vision, quality of educational inputs, effectiveness of learning processes, and student learning outcomes. A mixed-methods approach was employed, combining document analysis, classroom observations, questionnaires, and interviews with 31 chemistry education students, one course lecturer, and the program head at a State Islamic University in Jakarta. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis. Results indicate strong program alignment with institutional vision (100% compliance in context evaluation) and adequate student motivation (78% enthusiasm). However, significant challenges exist in learning resources (only 62% of students own reference books), interactive learning implementation, and conceptual mastery in kinetics and thermodynamics topics (average final exam score: 56.86). Holistic and integrative learning characteristics scored lowest in process evaluation, indicating insufficient student engagement and creativity development. The study provides evidence-based recommendations for improving Islamic-integrated chemistry education through enhanced teaching materials, diversified learning methods, improved integration quality between Islamic values and chemistry concepts, and strengthened input and process aspects. This research contributes to the theoretical understanding of science-religion integration in higher education and offers practical implications for developing more effective, meaningful, and holistic Islamic-integrated science programs.]]>
