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<div> This research describes the results of the evaluation of the child-friendly Pesantren program in West Sumatra Province. The model used by CIPP is the Mixed Method. Data collection techniques used questionnaires, observation sheets, interviews, concept mastery tests and guidelines for child-friendly Islamic boarding schools.</div>
<p> This study aims to develop the Islah Index framework for program evaluation in social institutions. The Islah Index was developed in order to measure the impact of the program based on the concepts of the Al-Quran and Sunnah accompanied by literature related to the index and evaluation of the impact of various programs</p>
<p> This study aims to develop the Islah Index for program evaluation in Islamic social institutions. The Islah Index was developed in order to measure the impact of the program based on the concepts of the Al-Quran and Sunnah accompanied by literature related to the index and impact evaluation of various programs.</p>
<p style="margin-left:21.3pt;"> Melakukan evaluasi program penerapan proses pembelajaran model <em>hybrid </em>pada Prodi PTIK IAIN Bukittinggi di masa new normal dengan metode CIPP untuk membantu memberikan rekomendasi apakah program ini dilanjutkan, di hentikan, di revisi atau disebarluaskan.</p> <p> </p>
ABSTRACT Putri Geovanny, 2322109. Evaluation of The English Club (EC) Program Using Kirkpatrick Model at SMA N 2 Bukittinggi. Thesis. English Education Department, Faculty of Tarbiyah and Teacher Training, UIN Sjech M. Djamil Djambek Bukittinggi, 2026. This study evaluated the effectiveness of the English Club (EC) program at SMA N 2 Bukittinggi using the Kirkpatrick Four-Level Model, covering students' Reaction, Learning, and Behavior, as well as the program's Results for students and the school. A mixed methods design with an explanatory sequential approach was used. Questionnaires with a five-point Likert scale were distributed to 60 EC members from Grades X and XI, selected through total sampling, to measure Reaction, Learning, and Behavior. An in-depth interview with the English teacher who also served as the EC advisor was conducted to evaluate Results, supported by document analysis of students' report cards. Quantitative data were analyzed descriptively using SPSS, qualitative data were analyzed thematically, and both were triangulated. Findings showed a very positive Reaction (mean 36.37), though scheduling and material integration need improvement. Learning (mean 34.70) showed stronger gains in vocabulary, listening, and writing confidence than in grammar and speaking fluency. Behavior (mean 35.07) showed fairly strong transfer into real-life use, especially independent practice, though not yet fully consistent. At the Results level, the program improved academic achievement, overseas scholarship numbers, and competition participation, though documentation remained limited. The four levels were interconnected, with a better balance between games and structured material identified as the key improvement needed.
