<![CDATA[This study aims to evaluate the literacy program at MTSN 2 Kota Bekasi using the CIPP (Context, Input, Process, Product) evaluation model. This model was chosen to provide a comprehensive analysis of the program's success and recommendations for improvement. Data were collected through interviews, observations, and documentation involving students, teachers, the head of the madrasah, and parents. The evaluation results in the Context component indicate that the literacy program's objectives align with the madrasah's vision, although parental involvement needs strengthening. In the Input component, the competence of human resources and supporting facilities are deemed sufficient, yet diversifying book collections and increasing parental engagement remain challenges. The Process component shows that literacy activities such as workshops, writing competitions, and literacy campaigns have been well-executed, but more thorough socialization and evaluation are needed. The Product component reveals positive outcomes, with a 60% increase in students' reading interest, a 66.67% increase in average reading time, and a 90% increase in book collections. However, challenges include a lack of innovative literacy teaching methods among non-language teachers and stereotypes that literacy programs are solely the responsibility of language teachers. The study recommends developing a more structured and technology-based literacy program, intensive teacher training, and regular monitoring to ensure the program's sustainability. These improvements are expected to make the literacy program at MTSN 2 Kota Bekasi more effective in fostering a sustainable literacy culture.]]>
