EVALUASI MANAJERIAL PROGRAM TAHFIZ AL-QUR’AN DENGAN MODEL CIPP: UPAYA MENJAGA KONSISTENSI HAFALAN PESERTA DIDIK DI SMAN 2 BANDAR LAMPUNG

NELMA, ELPAYUNI (2026) EVALUASI MANAJERIAL PROGRAM TAHFIZ AL-QUR’AN DENGAN MODEL CIPP: UPAYA MENJAGA KONSISTENSI HAFALAN PESERTA DIDIK DI SMAN 2 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Program Tahfiz Al-Qur‟an di SMAN 2 Bandar Lampung merupakan upaya pembinaan religius peserta didik sekaligus penguatan karakter Qur‟ani di tengah tuntutan akademik jenjang SMA, sehingga diperlukan evaluasi untuk menganalisis program dapat berjalan secara lancar, efektif, dan sesuai tujuan yang ditetapkan. Penelitian ini bertujuan mengevaluasi aspek manajerial program tahfiz menggunakan model evaluasi CIPP (Context, Input, Process, Product). Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus evaluatif. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Data dianalisis melalui reduksi data, penyajian data, dan verifikasi, sedangkan keabsahan data diperkuat melalui triangulasi serta member check. Hasil penelitian menunjukkan bahwa pada aspek konteks, program tahfiz di SMAN 2 Bandar Lampung merupakan implementasi kebijakan pemerintah yang membuka jalur PPDB non-akademik tahfiz bagi peserta didik yang memiliki hafalan Al-Qur‟an, sehingga program ini menjadi keberlanjutan pembinaan hafalan pada jenjang SMA. Komponen input memperlihatkan bahwa keberhasilan program lebih dipengaruhi oleh keteladanan pembina, komitmen peserta didik, dan dukungan orang tua, yang terintegrasi dalam kegiatan ROHIS. Komponen proses dilaksanakan melalui pembiasaan muroja‟ah, penegakan disiplin ibadah, serta internalisasi nilai-nilai Qur‟ani yang membentuk budaya sekolah religius. Komponen produk menunjukkan keberhasilan tidak hanya pada peningkatan jumlah juz yang dihafal, tetapi juga pada terjaganya konsistensi hafalan, penguatan karakter religius, kedisiplinan, dan kesiapan akademik peserta didik. Kebaruan penelitian ini menempatkan Program Tahfiz Al-Qur‟an di SMA Negeri sebagai sistem pembinaan karakter Qur‟ani terintegrasi melalui evaluasi CIPP. Keberhasilan program ditentukan oleh kesinambungan konteks, input nonstruktural, proses pembiasaan religius, serta dampak jangka panjang pada hafalan, karakter religius, dan kesiapan akademik peserta didik. ABSTRAK The Tahfiz Al-Qur‟an Program at SMAN 2 Bandar Lampung serves as an initiative for students‟ religious development while strengthening Qur‟anic character amid the academic demands of senior high school. This study aims to evaluate the managerial aspects of the tahfiz program using the CIPP evaluation model (Context, Input, Process, Product). The research employed a descriptive qualitative approach with an evaluative case study design. Data were collected through interviews, observations, and documentation. Data were analyzed through data reduction, data display, and verification, while data validity was ensured through triangulation and member checking. The findings indicate that, in terms of context, the tahfiz program at SMAN 2 Bandar Lampung represents the implementation of a government policy that provides a non-academic tahfiz admission track for students with Qur‟anic memorization, making the program a continuation of memorization guidance at the senior high school level. The input component shows that program success is more influenced by mentors‟ role modeling, students‟ commitment, and parental support integrated into ROHIS activities. The process component is carried out through habitual muroja‟ah, enforcement of worship discipline, and internalization of Qur‟anic values that shape a religious school culture. The product component demonstrates success not only in increasing the number of memorized juz, but also in maintaining memorization consistency, strengthening religious character, discipline, and students‟ academic readiness. The novelty of this research lies in positioning the Tahfiz Al-Qur‟an Program in public senior high schools as an integrated system for fostering Qur‟anic character through the CIPP evaluation approach. Program success is influenced by contextual continuity, non structural inputs, sustained religious habituation processes, and long-term outcomes in memorization consistency, religious character development, and students‟ academic competence.

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