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All Journal Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Sofiatil Aliyah
Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
Religion Education Other

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Evaluating Islamic Religious Education Programs Through the Cronbach Decision-Oriented Model: Implications for Instructional Effectiveness Siti Nur Hasanah; Sofiatil Aliyah; Moh. Sahlan; Mundir; Sofyan Hadi
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 3 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i3.1409

Abstract

This study aims to evaluate the effectiveness of Islamic Religious Education programs through the Cronbach decision-oriented evaluation model and to examine how evaluation findings contribute to instructional improvement and educational decision-making. The study was conducted at SMA Negeri 1 Kencong and SMA Negeri 2 Jember using a qualitative multi-site evaluative research design. Data were collected through observations, semi-structured interviews, and documentation analysis involving school principals, Islamic Religious Education teachers, curriculum coordinators, and students. Data analysis employed the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, conclusion drawing, and cross-site analysis. The findings indicate that Islamic Religious Education programs in both schools were generally implemented systematically through structured instructional planning, religious culture development, and classroom-based evaluation practices. However, evaluation systems remained predominantly focused on cognitive assessment and administrative reporting, while affective, spiritual, and behavioral dimensions were not yet evaluated comprehensively. The study further found that institutional culture, reflective learning interaction, and the integration of evaluation findings into instructional supervision significantly influenced instructional effectiveness and students’ moral-spiritual development. Moreover, the utilization of evaluation findings for sustainable educational decision-making and long-term program improvement remained relatively limited. The novelty of this study lies in the application of the Cronbach decision-oriented evaluation model within Islamic Religious Education using a qualitative multi-site approach integrating input, process, output, and outcome dimensions comprehensively. This study contributes theoretically to the development of Islamic educational evaluation studies and practically provides recommendations for strengthening holistic, reflective, and evidence-based evaluation systems within contemporary Islamic education.
RECONSTRUCTING AUTHENTIC SPIRITUAL ASSESSMENT IN ISLAMIC EDUCATION AT MADRASAH IBTIDAIYAH: AN INTEGRATIVE-TAUHIDI PERSPECTIVE Sofiatil Aliyah; Ubaidillah Ubaidillah; Mashudi Mashudi; Dyah Nawangsari
Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Vol 11 No 2 (2026): September
Publisher : PGMI Fakultas Tarbiyah Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/alashr.v11i2.5702

Abstract

This study examines the need to reconstruct authentic spiritual assessment in Islamic Religious Education (PAI) learning at the Madrasah Ibtidaiyah level. In practice, assessment in PAI is still largely focused on measuring students’ cognitive achievement, while aspects related to spiritual growth, religious habits, and character development often receive less systematic attention. This study aims to explore the limitations of existing assessment practices and formulate an integrative-tawhidi model of authentic spiritual assessment that is relevant to the characteristics of elementary Islamic education. The research employed a library research approach by reviewing and analyzing literature on authentic assessment, Islamic education, spiritual pedagogy, and value-based learning. The findings indicate that spiritual assessment in PAI requires a more comprehensive framework that is able to connect knowledge, attitudes, and religious practices within students’ daily lives. The proposed model integrates spiritual portfolios, reflective journals, observation of religious behaviour, self-assessment, and project-based religious activities within a holistic assessment framework. This model is expected to support teachers in evaluating students’ learning outcomes more comprehensively while strengthening religious character and spiritual awareness from an early age. Therefore, authentic spiritual assessment can serve not only as an instrument for measuring learning achievement but also as a means of fostering meaningful religious values in Madrasah Ibtidaiyah.
Co-Authors Mashudi Mashudi Moh. Sahlan Mundir Siti Nur Hasanah Sofyan Hadi Ubaidillah Ubaidillah