<![CDATA[This study aims to evaluate the implementation of the Qur’an memorization (Tahfiz Al-Qur’an) program at Al-Qur’an Wahdah Islamiyah Elementary School in Polewali using the CSE–UCLA (Center for the Study of Evaluation–University of California, Los Angeles) evaluation model. The study employs a qualitative evaluative approach, with data collected through in-depth interviews, observations, and document analysis. The participants included the school principal, Tahfiz program coordinator, Qur’an memorization teachers (muhaffizh), and representatives of students’ parents. Data were analyzed interactively through data reduction, data display, and conclusion drawing. The findings indicate that, at the system assessment stage, the Tahfiz program constitutes a strategic institutional need aligned with the school’s vision, although it is not yet supported by a formally documented needs assessment. At the program planning stage, planning encompasses memorization targets, instructional methods, and time allocation; however, measurable memorization achievement standards for each grade level have not yet been established. The program implementation stage demonstrates relatively effective implementation, although several challenges remain, including variations in students’ abilities, the teacher–student ratio, and inconsistencies in the implementation of muraja’ah (memorization review). Program improvement is pursued through periodic evaluations and tasmi’ activities, although the improvements remain predominantly focused on technical and operational aspects. At the program certification stage, the Tahfiz program contributes positively to students’ memorization achievements and the development of their religious character, while also generating high levels of parental satisfaction. Theoretically, this study contributes to the growing body of research on Tahfiz program evaluation in Islamic primary education by demonstrating the relevance and adaptability of the CSE–UCLA model for evaluating Qur’an memorization-based religious education programs. The findings further highlight the importance of integrating systematic evaluation, standards-based planning, and strengthening the pedagogical competencies of muhaffizh to ensure the sustainability and quality of Tahfiz programs in Islamic elementary schools.]]>
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