ANALYSIS OF CONTEXT, INPUT, PROCESS, AND PRODUCT (CIPP) MODEL EVALUATION IN THE KIBAR GUIDANCE PROGRAM IN LEARNING TO READ AND WRITE AL-QUR’AN AT ELEMENTARY SCHOOL DURING COVID-19

Abstract

This study describes the analysis of the evaluation of the CIPP model (context, input, process, and product) in the KIBAR guidance program in learning to read and write the Al-Qur’an at SD Muhammadiyah Condongcatur Yogyakarta during the covid-19 period. Using qualitative descriptive-analytical approach. The data in this study were obtained from interviews, observations, and documentation. The data were analyzed in three stages, namely data collection, data reduction, data presentation, and conclusion. The primary data are the Principal, Teachers, and Students. The results showed that the CIPP evaluation model was carried out in a way, first, at the context stage, an problems analysis that occurred related to students' ability to read and write the Al-Qur’an. Second, at the input stage, a study was conducted on the obstacles and factors causing the low ability to read and write the Al-Qur’an and apply the KIBAR method as a solution. Third, at the process stage, an analysis of the effectiveness of the KIBAR program which is conceptualy considered well but there are obstacles. During covid-19, teachers had hardship teaching because they did not meet face-to-face. Fourth, at the product evaluation stage, an assessment of the success of the KIBAR Program is carried out which in general is quite good. However, there are still deficiencies in the activeness and seriousness of some students due to online learning. The deficiencies that occur are evaluated and become the material for continuous improvement of the KIBAR program. Through the evaluation of the CIPP model, the KIBAR approach is regarded to be able to increase students' fluency in reading the Al-Qur’an but during the Covid-19 period, it is not as much as face-to-face learning.