EVALUASI PROGRAM TAHFIDZUL QUR’AN DENGAN MODEL CIPP DI PONDOK PESANTREN AL-BAROKAH KARANGWARU YOGYAKARTANIM.: 22104090020Millati AzkaauthorThe Qur’an Memorization Program is one of the programs at the Al-Barokah Islamic Boarding School in Yogyakarta that aims to shape a Qur’anic generation. The majority of program participants are boarding school students who juggle three roles as students, college students, and workers making an evaluation necessary to determine the program’s alignment with participants’ needs and to identify aspects that still require development. Therefore, this study evaluates the implementation of the Qur’an Memorization Program using the CIPP model (Context, Input, Process, Product). This study aims to evaluate the Qur’an Memorization Program based on the CIPP model. Additionally, this study analyzes the program’s support for students’ motivation in the input aspect using Self-Determination Theory (SDT), which encompasses autonomy, competence, and relatedness. The research findings are expected to serve as a basis for the boarding school in developing the program and as a reference for similar research in the field of Islamic education program evaluation. This study employed a qualitative approach using a case study design. Data were collected through in-depth interviews, participant observation, and documentation involving boarding school caregivers, the boarding school head, and four students in the Tahfidzul Qur'an Program. Data analysis was conducted using the Miles and Huberman model through data reduction, data presentation, and drawing conclusions, while data validity was tested through source triangulation and methodological triangulation. The results of the study indicate that the Quranic Recitation Program has generally run well. In terms of context, the program is considered appropriate to the needs of the Islamic boarding school and the characteristics of the students and is aligned with the vision, mission, and objectives of the Islamic boarding school. In terms of input, the qualifications of students, teachers, curriculum, and facilities and infrastructure have supported the program, while the curriculum has not been documented in writing, the addition of accompanying teachers (badal), and the improvement of supporting facilities. Viewed from the perspective of SDT, the program has provided support for the needs of autonomy, competence, and relatedness, although not yet felt evenly by all students. In terms of process, the activities of deposit, muroja'ah, and Famy have been running, but still face obstacles in the balance of ziyadah and muroja'ah, limited time for students, and guidance that is still centered on one teacher. In terms of product, the program is considered capable of improving memorization achievements and shaping the religious character of students, although consistency in muroja'ah remains a challenge.371.2 Pendidikan - Manajemen2026-08-18UIN SUNAN KALIJAGA YOGYAKARTA;FAKULTAS ILMU TARBIYAH DAN KEGURUANThesis