<![CDATA[Arabic–English bilingual programs in Islamic boarding schools play a strategic role in strengthening Islamic competence, global communication skills, and graduate competitiveness. However, comprehensive evaluative studies examining the relevance, readiness, implementation, and outcomes of bilingual programs in Islamic boarding school contexts remain limited. This study aims to evaluate the Arabic–English bilingual program at Pesantren Darul Amin, Aceh Tenggara, using the Context, Input, Process, Product (CIPP) model. A qualitative approach with an evaluative case study design was employed. Data were collected through interviews, observations, and document analysis, and were analyzed through data condensation, data display, and conclusion drawing. The findings show that the context aspect of the program is aligned with the pesantren’s vision of developing students with strong Islamic competence and global communication skills. The input aspect is supported by teachers and language mentors with experience in bilingual pesantren cultures, although facilities, competency standards, and initial language proficiency mapping require further strengthening. The process aspect indicates that the program is implemented through language habituation, daily vocabulary activities, conversation practice, muhadharah, and dormitory-based supervision, although students’ language use outside formal situations remains inconsistent. The product aspect reveals improvements in vocabulary mastery, speaking confidence, basic communication skills, language-related achievements, and opportunities for further study. This study contributes to Islamic education program evaluation by highlighting the importance of gradual competency standards, periodic assessment, mentor training, and a more communicative bilingual culture. Future studies are recommended to employ mixed methods designs and language proficiency tests to measure program outcomes more objectively.]]>
