EVALUASI PROGRAM PEMBELAJARAN TAMAN PENDIDIKAN AL-QUR’AN (TPA) DENGAN MODEL CIPP STUDI DI TPA AT-TAQWA KLITREN GONDOKUSUMAN YOGYAKARTA

Vicky Hikmatul Qur’an, NIM.: 18104090022 (2025) EVALUASI PROGRAM PEMBELAJARAN TAMAN PENDIDIKAN AL-QUR’AN (TPA) DENGAN MODEL CIPP STUDI DI TPA AT-TAQWA KLITREN GONDOKUSUMAN YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Qur'anic education plays an essential role in shaping a generation of Muslims who are knowledgeable and have good character. One of the non-formal institutions that contributes to children’s Qur’anic education is Taman Pendidikan Al-Qur’an (TPA). To ensure the effectiveness of learning, a comprehensive program evaluation is necessary. This study aims to evaluate the learning program at TPA At-Taqwa Balapan Yogyakarta using the CIPP (Context, Input, Process, Product) evaluation model. This research is a qualitative study with a descriptive approach. Informants consisted of one TPA director, one teacher, and two parents of students. Data collection techniques included interviews, observations, and documentation. Data analysis techniques involved data collection, data reduction, and data presentation. Data validity was tested using source triangulation, technique triangulation, and time triangulation. The results of the study show that in (1) the context aspect, the program faces challenges such as inconsistent student attendance and limited teaching staff, although the learning facilities are adequate and there is support from some parents. (2) In the input aspect, the program has a structured curriculum and applies the Ummi method appropriately, although teacher competency still needs improvement. (3) In the process aspect, the learning activities run smoothly with various methods and routine evaluations such as tashih, tahsin, and munaqasyah, despite the limited number of active teachers. Meanwhile, (4) in the product aspect, there is an improvement in students' Qur'anic reading abilities and character development, although the learning outcomes are not yet evenly achieved due to differences in student attendance and participation.

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