<![CDATA[This study evaluates the implementation of a Qur’an memorization (tahfiz) program using the Ummi Method at SDI Baiturrachman Pinang, an Islamic elementary school in Tangerang City, Indonesia, applying Stufflebeam’s Context, Input, Process, Product (CIPP) evaluation model. A descriptive qualitative design was employed, involving the Tahfiz Program Coordinator, Tahfiz teachers, Grade VI students, and parents/guardians, purposively selected until data saturation. Data were collected through in-depth interviews, participatory observation, and documentation review, and were analyzed using the interactive model of Miles, Huberman, and Saldana, with credibility established through source and method triangulation, member checking, and an audit trail. The findings show that: (1) the context component was strongly favourable, with the program explicitly aligned to the school’s Qur’anic vision and mission and well received by parents and the community; (2) the input component was adequate, with half of the eight active Tahfiz teachers formally certified by the Ummi Foundation, dedicated Tahfiz rooms, individual Ummi mushaf copies, and a weekly monitoring record, although multimedia facilities remained limited; (3) the process component ran in a structured and consistent manner through five daily stages (recitation, review, talaqqi, individual recitation, and closing) supported by tiered monitoring and regular internal and external supervision, though parental involvement in home review remained uneven; and (4) the product component was strongly positive, with Grade VI graduates averaging at least one juz of memorization at good tajwid quality, 85% of students meeting the school’s target, and observable gains in students’ religious character, including worship discipline, morals, and confidence in Qur’an recitation. The study’s contribution lies in applying a complete, integrated CIPP evaluation to an Ummi-based tahfiz program at the elementary level and in producing an explicit CIPP instrument grid (mapping components, sub-components, and indicators) that other schools running similar programs can adapt for their own evaluations.]]>
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