<![CDATA[Background. Qur’an memorization (tahfidzul Qur’an) programs are implemented in diverse institutions, including Salafiyah pesantren, modern pesantren, and Integrated Islamic Schools (SIT), yet their evaluation often focuses only on achievement scores. Purpose: This study aimed to evaluate and compare Qur’an memorization programs in senior high schools within Salafiyah pesantren, modern pesantren, and an SIT, using the CIPPO model (Context, Input, Process, Product, and Outcome). Method: This evaluation research collected data from school principals, teachers, and students selected through purposive sampling, using interviews, questionnaires, and document analysis. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through thematic analysis and integrated using data triangulation. Results: The CIPPO instrument achieved satisfactory validity, reliability, readability, and model fit (Chi-square/df < 2, p > .05, RMSEA < .08, GFI > .90, AGFI > .90), and expert and practitioner assessments confirmed its readability and applicability. Context achieved the highest level (91.58%; high), followed by Product (87.03%), Process (86.62%), Input (85.47%), and Outcome (85.17%), all moderate. Salafiyah pesantren showed stronger achievement in Product and Outcome, whereas modern pesantren showed relative strength in Process. SIT faced greater challenges, particularly in balancing memorization targets with academic, character, and curriculum integration demands. Conclusion: The CIPPO model provides a comprehensive framework for evaluating Qur’an memorization programs beyond achievement scores by identifying the factors that shape program effectiveness. The validated framework supports evidence-based improvement and informs an integrative Islamic education model combining the outcome-oriented strengths of Salafiyah pesantren, the process-oriented strengths of modern pesantren, and the integrative orientation of SIT.]]>
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