<![CDATA[Inclusive education in madrasahs requires more than expanding access for students with disabilities; it demands a transformation of educational services that responds to diverse learning needs. This study aims to evaluate the implementation of inclusive education in madrasahs and examine how it contributes to the transformation of Islamic educational services in Aceh Tamiang Regency using the Context, Input, Process, and Product (CIPP) model. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, observations, and document analysis involving Ministry of Religious Affairs officials, madrasah supervisors, principals, teachers, and parents of students with disabilities. Data were analyzed through condensation, display, conclusion drawing, and verification, supported by source and technique triangulation. The findings reveal that the context dimension was characterized by community needs and policy legitimacy, while the input dimension was supported by madrasah leadership, service teams, and parental involvement, despite limitations in teachers’ specialized competencies. The process dimension involved small-group instruction, individualized support, supervision, and parent–madrasah coordination. The product dimension indicated growing student participation and comfort, improved teacher awareness, and the emergence of a more inclusive service culture. The study demonstrates that service transformation is shaped not by policy alone but by the interplay of policy legitimacy, leadership, teacher capacity, instructional adaptation, supervision, and family involvement. Conceptually, the study extends the CIPP model from a program evaluation framework toward an analytical framework for explaining the mechanisms of inclusive Islamic educational service transformation.]]>
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