Evaluating the Implementation of a Tahfizh-Based Merdeka Curriculum Using the CIPP Model

Abstract

This study evaluates the implementation of a Tahfizh-based Merdeka Curriculum using the CIPP (Context, Input, Process, Product) evaluation model. The study employed a qualitative descriptive-evaluative approach and was conducted from January to March 2026 at an Islamic junior secondary school in Mataram, Indonesia. Six participants were purposively selected based on their direct involvement in curriculum and Tahfizh program implementation, consisting of the principal, vice principal for curriculum affairs, two academic subject teachers, one Tahfizh teacher, and one Tahfizh coordinator. Data were collected through curriculum and school document analysis, semi-structured interviews, and direct observations. The interview guide and observation indicators were developed based on the four CIPP dimensions. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. The findings indicate strong alignment between the school's institutional vision and the Tahfizh-based curriculum orientation. The Input evaluation shows relatively adequate human resources, particularly teacher qualifications and Qur'anic competence, but identifies weaknesses in curriculum documentation, learning resources, and facilities. The Process evaluation demonstrates that Tahfizh activities are implemented systematically through memorization, murāja'ah, ziyādah, and related assessment activities, while student-centered academic learning and assessment practices remain inconsistent. The Product evaluation indicates promising outcomes in Qur'anic memorization and character development, particularly discipline and responsibility, whereas academic outcomes are not yet documented through a sufficiently systematic school-wide monitoring mechanism. The study recommends strengthening curriculum documentation, teacher professional development, student-centered academic learning, learning resources, and integrated assessment systems to achieve a more balanced integration of Tahfizh, character formation, and academic learning.