Logic Evaluation Model for Islamic Education Learning in the Era of Disruption

The disruption era has brought significant changes to teaching and learning processes, like the emergence of online learning, the integration of technology into instruction, and the demand for a more adaptive curriculum. This era has introduced various innovations that can be utilized in learning, making it easier for students to access information quickly and from diverse sources. However, several challenges also arise, such as unequal access to technology across Indonesia, which may lead to learning disparities among students. This study employs a qualitative approach using a literature review method. Its purpose is to formulate a conceptual framework for evaluating Islamic education learning using the logic model of evaluation and to ensure that Islamic education instruction is implemented effectively in line with its learning objectives. The logic model is considered highly relevant for evaluating Islamic education learning, as it focuses more on assessing the achieve ment of behavioral and attitudinal outcomes in students’ daily lives, rather than emphasizing quantitative cognitive measures. There are two main types of logic models: the theory of change and program evaluation models. In the context of Islamic education, evaluators may apply the logic model directly, as its evaluation orientation is problem solving. This means that when Islamic edu-cation learning programs are found to be suboptimal or yield unsatisfactory results, improvements can be made immediately either by adjusting instructional methods or enhancing practice activities to better achieve the intended learning outcomes