Context and Input Evaluation of Arabic Language Learning in Pesantren: A CIPP Model Study at Tarbiyatut Tholabah Foundation

Abstract

Learning Arabic is strategically important in pesantren-based education because it facilitates access to Islamic knowledge and fosters language competence. This study evaluated the Context and Input components of the CIPP (Context, Input, Process, Product) framework in the Arabic-language learning program at the Tarbiyatut Tholabah in Kranji, Paciran, Lamongan. A convergent parallel mixed-methods design was employed by collecting quantitative and qualitative data concurrently, analyzing them independently, and integrating the findings during interpretation. Quantitative data were obtained through a questionnaire administered to all six Arabic language teachers. In contrast, qualitative data were collected through interviews with eight key informants, non-participant observations, and document analysis. The Context evaluation showed that the program was aligned with the foundation’s educational vision but lacked a formal evidence-based needs assessment and an explicit framework for aligning and progressing Arabic competencies across educational levels. The Input evaluation produced an overall score of 59.1%, categorized as moderately adequate. Curriculum and instructional documents achieved the highest score at 71.0%, followed by infrastructure at 62.5%, instructional media and teaching materials at 58.0%, and teacher qualification alignment at 45.0%. These findings reveal a gap between strong institutional commitment and the readiness of contextual planning and program resources. Diagnostically, this study provides an empirical basis for needs-based planning, cross-level competency mapping, qualification-aligned teacher development, and targeted improvement of instructional resources. The evaluation is limited to program needs and readiness and does not assess instructional processes or student learning outcomes.