Model Evaluasi Metode Halaqah dalam Kemampuan Menghafal Al-Qur’an Siswa Akhwat - Zahra Dinda Purnama; Huriah Rachmah; Ayi Sobarna (Jurnal Riset Pendidikan Agama Islam, 2026)
Abstrak.  Penelitian ini bertujuan mengevaluasi efektivitas metode halaqah dalam meningkatkan kemampuan menghafal Al-Qur'an siswa akhwat di MA Al-Amanah Lembang menggunakan model evaluasi CIPP (Context, Input, Process, Product). Penelitian evaluatif dengan pendekatan kuantitatif melibatkan 30 siswa yang dikelompokkan berdasarkan kemampuan. Data dikumpulkan melalui angket, wawancara, observasi, dan dokumentasi, kemudian dianalisis secara deskriptif. Hasil menunjukkan bahwa aspek Context memperoleh 82,83% (Sangat Baik), Input 83,33% (Sangat Baik), Process 72,70% (Baik), dan Product 83,09% (Sangat Baik). Efektivitas keseluruhan metode halaqah mencapai 80,48% (Baik), dengan 66,7% siswa berhasil mencapai target hafalan satu juz per semester. Kendala utama meliputi target hafalan yang belum disesuaikan dengan kemampuan siswa, sistem muraja'ah yang belum terstruktur, keterbatasan sarana, dan belum adanya pelatihan khusus bagi guru. Penelitian ini merekomendasikan diferensiasi target hafalan, penguatan sistem muraja'ah, peningkatan kompetensi guru, serta perbaikan dokumentasi program. Abstract. This study evaluated the effectiveness of the halaqah method in improving the Qur'an memorization ability of female students at MA Al-Amanah Lembang using the CIPP (Context, Input, Process, Product) evaluation model. This quantitative evaluative study involved 30 students grouped according to their memorization ability. Data were collected through questionnaires, interviews, observations, and documentation, and analyzed descriptively. The findings revealed that the Context, Input, Process, and Product aspects achieved scores of 82.83% (Excellent), 83.33% (Excellent), 72.70% (Good), and 83.09% (Excellent), respectively. Overall, the halaqah method obtained an effectiveness score of 80.48% (Good), with 66.7% of students achieving the target of memorizing one juz per semester. The main challenges included unrealistic memorization targets, an unstructured muraja'ah (review) system, limited facilities, and the absence of specialized teacher training. The study recommends differentiated memorization targets, a stronger muraja'ah system, teacher training, and improved program documentation to enhance learning effectiveness.