Evaluation of Input, Process, and Outputs of Ma’had Ali Program in Islamic Boarding School

Evaluation research aimed at determining the condition of input, process, and output.  evaluation of Input is evaluation of conditions before the Ma'had Ali program was carried out. Process, evaluation of the program management process. Output of the Ma’had Ali Program, at this stage evaluation will be carried out on graduates. Its evaluation model was a countenance stake. The methods were used such as interviews, observation, questionnaires and assessment sheets that are structured for managers, students, lecturers, and alumni. The conclusions of this study were the evaluation of whole input components was in a bad category because the respondents who answered very good and good category were only 50.9% of 100%. W hereas, the evaluation of process components was in a good category because the frequency of very good and good category was 77.17% of 100%, While , the evaluation of the overall output component is in bad category because the frequency of very good and good category was 73.6% of 34 graduate s who answered the questionnaire. This shows that the overall output of the Ma’had Ali program has not reached the standard of a successful program .


One of the important phenomena in Islamic studies in Islamic
Boarding School is the establishment of a higher education model that specifically study about classical Islamic treasures enriched with the contemporary scientific material. This higher education model is known as Ma'had Ali.
Ma'had Ali is a Higher Education Ulama Institute, whose vision is to become the center of Islamic studies and leading ulama education in Indonesia. The results of Hatim Ghozali and Abdul Malik's research proved that Ma'had Ali has succeeded in formulating a new fiqh product, dialogical fiqh. With three strategies, namely the revitalization of Usul alfiqh, the presence of counter-texts and the expansion of the takwil region, Ma'had Ali has produced a new fiqh that allows dialogue between text and context. This new jurisprudence also provides space for "different" and it is comprehensive and responsible both socially and methodologically 1 .
The aim of organizing Ma'had Ali Program is to create a generation of Muslims who have the competence and commitment to legal and educational issues, produce Ulama who are intellectual and devout, pious deeds, knowledgeable and have good character. The existence of the Ma'had Ali Program was interesting to examine with an evaluation research model with a descriptive qualitative approach. The model was used namely Countenance Stake evaluation model in order to find out the effectiveness of Ma'had 'Ali program in Islamic Boarding School, through three evaluation stages, were: 1). Input (antecedent), includes mahasantri In general, even though the tahashshush institution is non-formal and its management has never dealt with the government to get formal recognition and equalization but in terms of effectiveness, it can be said that this institution is successful and the quality of its graduates can be seeded 4 . Arifin defines Islamic boarding schools as an Islamic religious education institution that grows and is recognized by surrounding community with a dormitory system (college), in which religious education is received through the recitation system or madrasa which is fully under the sovereignty of a leadership or some kiai with charismatic and independent characteristics in all matters. Thus, it can be understood that Islamic boarding school is traditional Islamic education institutions that study religion (tafaqquh fi al-dîn) which emphasizes of students' moral formation in order to practice it with the guidance of kiai and make Kuning book as the primary source and mosque as the center of activity 9 .

Stake Countenance Model of Evaluation Program
Program evaluation is an evaluation process that explicitly refers to achieving goals, and implicitly is to compare what has been achieved with what should be achieved from a program based on predetermined criteria.
In the context of program implementation, the intended criteria are criteria for successful implementation and the evaluation based on the results or the process itself in decision-making. Stake's main concern is the relationship between the purpose of the assessment and the decision based on the nature of the data collection. Stake based his model on evaluating of usage "checklists, structured visitation by peers, controlled comparisons, and standardized testing of students" 11 . The Stake Countenance model consists of two matrices, namely: Description matrix The first category of this matrix is something intent, such as curriculum development or program. A teacher as a lesson plan developer, try to plans the desired conditions for a particular class activity. These requirements relate to students such as their interests, abilities, experiences, etc. which are commonly termed entry behaviors. where it focuses on antecedents, transactions, and outcomes. Standards are criteria that must be fulfilled by a curriculum or program evaluated. These standards can be developed from the characteristics of the curriculum (fidelity) but it can also be developed from others (pre-ordinate, mutually adaptive, process). The second category is considered a category. This category requires evaluators to consider what has been done from the first and second categories in description matrix to the first category of consideration matrix. Evaluation of Stake model emphasizes the existence of two basic activities in the evaluation, namely description, and judgment. This model also distinguishes the three stages in the education program, namely context, process, output, and outcomes.
In this model antecedent (input), transaction (process), output (outcome) and outcomes (impact), the data is compared not only to determine whether there is a difference between the objective and the actual situation but also compared to the absolute standard to assess the benefits of the program. This research scheme is shown in the following

Data collection techniques and instruments used
The main data in this study were qualitative and quantitative data.
Quantitative data in the form of values that can be obtained by mathematical statistics. Quantitative data were obtained through questionnaires and assessment sheets with a measurement scale.
Meanwhile, qualitative data was data obtained in the form of words, the rest was additional data such as documents, statistical data, photo notes that can explain existing phenomena. This instrument was made with the following steps: (1) formulating instrument grids, (2) instrument seminars, (3) expert validation and instrument validity and reliability testing.
Observation, it is a direct observation towards an activity by paying attention to actions, movements, attitudes that arise in person; or personal relations with goods or tools, situation, and atmosphere occurred in the process of Ma'had Ali program implementation. The observation was used namely non-participant observations. To record data obtained from observations, field notes were used as observation instruments.
Documentation, this method was used to obtain important documents related to the implementation of the Ma'had Ali program.

Results of Input Evaluation
Input evaluation is carried out to describe the extent to which it has good input. input components evaluation in this study used questionnaires and interviews which were given to the students as respondents. Three From the descriptive data, the average value was 3,175, it can be concluded that the overall data distribution on the input component was high. The results of descriptive statistical analysis of input components can be seen in Table 3 as follows:  indicators of process components, namely: 1) supervision management, 2) lecture process, 3) Murshid professionalism or lecturer.
The evaluation results show the total quality of the process by combining all indicators from process components result. The results of descriptive statistics obtained the minimum value was 0.00, the maximum value was 5 the total number was 307.12, the mean value was 3.34, the standard deviation value was 1.03 and the value of the variance was 1.06.
From the descriptive results, data described mean value was 3.34, a conclusion was obtained that the overall data distribution of the process components in the Ma'had Ali program was high. The results of descriptive statistical analysis of input components can be seen in Table 4 as follows: of the four scales. The results of the frequency distribution tendency can be seen in Table 5 below: the total number was 112.21, the mean was 3.30, the standard deviation value was 0.53, and the value of the variance was 0.28. From data described, the mean was 3.34 thus data distribution of the output components in the Ma'had Ali program was high. The results of descriptive statistical analysis of output components can be seen in Table   6 as follows: Frequency distribution in the output component described the tendency of the evaluation results of the four scales through respondents' answer. The results of the frequency distribution tendency can be seen in Table 7 Figure 5 below: The evaluation results show that the implementation process of the program can be carried out in accordance with the vision or objective of the establishment of the Ma'had Ali program. In other words, the Ma'had Ali program has been supported by a good process, so that it is expected to achieve success. The process is an essential component that needs attention because the process is the key to the success of a program. A good process can produce good output so that the output can be empowered in the life of the community in line with the program objectives. A good process can make it easier to reach the desired target in a program 14 .
The evaluation result of the output component was in a bad category.
It is because of the frequency of very good and good category was less than 75% or only 73.6% of 34 graduate. This shows that the overall output of the Ma'had Ali program has not reached the success standard of a program. Fitzpatrick, Sander, Worthen (2011: 333) states that the program is said to be successful if 95% of respondents can master or complete the program well or with a minimum limit of 75% of respondents who can master or complete the program well. 13 Fitzpatrick, hal 333 14 Geoffrey L. Cohen and others, 'Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap', Science, 324.5925 (2009): 400., https://doi.org/10.1126/science.1170769.

Simpulan
Evaluation of the whole input component was in a bad category while regarding indicators; academic ability indicator was in a bad category, the indicator of mental, physical and equipment readiness was in a bad category, and infrastructure indicator was in a bad category.
Evaluation of the whole process component was in a good category while regarding the indicators: the management of the Ma'had Ali program was in a good category, the lecture process in the Ma'had Ali program was in a good category, Murshid professionalism who teaches the Ma'had Ali program was also in the good category.
Evaluation of the whole output component was in a bad category while in terms of indicators; indicator of academic ability in the fields of fiqh, tafsir, hadith, and Nahwu and Sharf knowledge was in a good category, indicator of academic ability in the field of Al-Istinbath was in a bad category, indicator of academic ability in the community sector was in the bad category.