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p-Index From 2021 - 2026
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All Journal at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Journal of Education and Teacher Training Innovation (JETTI) Educompassion: Jurnal Integrasi Pendidikan Islam Dan Global
Abdul Munip
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Religion Education Other

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Evolusi Tematik Asesmen Digital dalam Pendidikan (2011–2026): Analisis Bibliometrik dan Implikasinya bagi Pendidikan Agama Islam Amri Saputra; Abdul Munip
Educompassion: Jurnal Integrasi Pendidikan Islam dan Global Vol. 3 No. 2 (2026): Mei
Publisher : Yayasan Cendekia Gagayunan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63142/educompassion.v3i2.509

Abstract

The rapid development of digital technology has significantly transformed educational systems, including learning assessment practices. Digital assessment enables more flexible, efficient, and data-driven evaluation processes. Along with the increasing integration of technology in learning, research on digital assessment has grown substantially in the scientific literature. This study aims to analyze the development and thematic evolution of digital assessment research in education during the period 2011–2026 using a bibliometric analysis approach. Data were obtained from the Scopus database using the keywords digital assessment, online assessment, and e-assessment. The analysis was conducted using the Bibliometrix package through the Biblioshiny interface in R software. The results indicate a significant increase in publications and the emergence of international research collaboration networks. Keyword co-occurrence and thematic evolution analyses reveal a shift in research focus from online assessment toward more complex themes such as learning analytics, digital learning, and the use of artificial intelligence in learning evaluation. These findings highlight the growing importance of digital assessment in technology-based learning systems, including its implications for Islamic Religious Education.
Mapping Research on Higher Order Thinking Skills (HOTS) in Islamic Religious Education: An R Biblioshiny Analysis M. Nuzulul Ulum; Abdul Munip
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/ck0xac51

Abstract

This study aims to map the development of research on Higher Order Thinking Skills (HOTS) in Islamic Religious Education through bibliometric analysis using R Biblioshiny. The data were obtained from the Scopus database covering the 2015–2025 period and were selected using the PRISMA flow, resulting in 28 relevant articles. The analysis focused on publication productivity, citations, authors, institutional affiliations, keywords, and research collaboration networks. The findings indicate that publications on HOTS in Islamic Religious Education increased significantly, particularly during the 2021–2025 period, reflecting growing academic attention toward the development of higher-order thinking skills in Islamic education learning. Affiliation mapping revealed the dominance of universities in Malaysia and Indonesia as the main centers of HOTS research development. Keyword analysis showed that the studies mainly focused on active learning strategies, curriculum strengthening, and HOTS-based assessment. However, this study has several limitations, including the limited number of articles, the use of a single database, the absence of thematic map analysis, and limitations in the search keywords. Therefore, future studies are recommended to expand data sources and develop more comprehensive bibliometric analyses to provide broader and deeper insights into HOTS research in Islamic Religious Education.
Analyzing the Gap between Conventional and TPACK-Based Assessment in Islamic Religious Education Nur Azizatul Haqiah; Abdul Munip
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16889

Abstract

This study aims to analyze the gap between the objectives of Islamic Religious Education (PAI) and assessment practices in schools, as well as to examine teacher-related factors from the perspective of Technological Pedagogical Content Knowledge (TPACK) and propose potential solutions. This research employs a qualitative approach using a library research method. Data were collected from relevant academic sources, including journal articles and scholarly books published between 2021 and 2026. The data were analyzed using a Systematic Literature Review (SLR) combined with content analysis. The findings reveal a significant gap between the holistic objectives of PAI and assessment practices that predominantly focus on cognitive aspects. This gap is influenced by teachers’ limited ability to integrate technological, pedagogical, and content knowledge within the TPACK framework. As a result, assessment practices remain less authentic and fail to comprehensively measure students’ affective and psychomotor competencies. The study highlights that strengthening teachers’ TPACK competence is essential to developing more authentic, contextual, and technology-based assessments. This research contributes conceptually to the development of TPACK-based assessment in Islamic education and provides insights for improving the quality of educational evaluation in the digital era. Keywords: Islamic Religious Education Assessment; Assessment Gap; TPACK; Teacher Competence; Technology-Based Learning
Co-Authors Amri Saputra M. Nuzulul Ulum Nur Azizatul Haqiah