The Effect of the Context, Input, Process, and Product Evaluation Model and Learning Motivation on Students’ Learning Outcomes

Abstract

This study aims to analyze the relationships between the quality of Qur’an memorization program implementation based on the Context, Input, Process, and Product (CIPP) dimensions, learning motivation, and students’ learning outcomes at Pesantren Tahfidzul Qur’an Hijir Ismail. A quantitative approach with an associative ex post facto design was employed. All 21 students participated through total sampling. Data were collected using questionnaires, observations, and documented memorization assessment scores, and analyzed through descriptive statistics, Pearson correlation, and multiple linear regression using SPSS. The findings revealed that program implementation quality was good (74.11%), learning motivation was high (72.14%), and the mean learning outcome score was 73.62. Program quality was positively and significantly associated with learning outcomes (r = 0.881; β = 0.655; p < 0.001), as was learning motivation (r = 0.770; β = 0.391; p = 0.001). Simultaneously, both variables explained 87.8% of the variance in learning outcomes (R² = 0.878; F = 64.863; p < 0.001). The study's novelty lies in examining both factors simultaneously. These findings highlight the importance of comprehensive program evaluation, motivational support, instructional feedback, and structured memorization review. However, the observational design and limited sample size restrict causal inference and broader generalizability.