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All Journal Indonesian Journal of Multidisciplinary on Social and Technology Pedagogi : Jurnal Pendidikan dan Pembelajaran Cahaya: Journal of Research on Science Education Indonesian Journal of Innovation Multidisipliner Research IMANU: Jurnal Hukum dan Peradaban Islam
Aji Joko Budi Pramono
UIN Raden Mas Said Surakarta
Religion Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Neuroscience Physics Social Sciences Other

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Persepsi Guru Terhadap Implementasi Teknik Penilaian Non-Tes Dalam Pembelajaran Kelas X Di MA Al Mansur Popongan Annisa Arianti; Aji Joko Budi Pramono
CAHAYA: Journal of Research on Science Education Vol. 4 No. 1 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i1.495

Abstract

This study aims to analyze teachers' perceptions of the implementation of non-test assessment techniques in Islamic Religious Education (PAI) learning for grade X at MA Al Manshur Popongan. The study used a descriptive qualitative approach with a field research type. The research subjects consisted of five grade X PAI teachers who were selected purposively. Data were collected through in-depth interviews, observation, and documentation, then analyzed using the Miles and Huberman model through the stages of data reduction, data presentation, and conclusion drawing. The data analysis process was supported by the R Program through the stages of open coding, axial coding, and selective coding. The results showed that teachers had a positive perception of the implementation of non-test assessment because it was able to assess students' affective and psychomotor aspects more comprehensively. The dominant assessment techniques used included observation, worship practices, presentations, attitude journals, group projects, and portfolios. The implementation of non-test assessment had a positive impact on increasing student activity, discipline, and self-confidence in learning. However, its implementation still faces various obstacles, such as time constraints, administrative burdens, large student numbers, and difficulties in preparing assessment rubrics. This study confirms that strengthening teacher competencies and digitalizing the assessment system are important factors in optimizing the implementation of non-test assessments in madrasas.
Analisis Efektivitas Penilaian Berbasis Computer Based Test (CBT) Dalam Pembelajaran Pendidikan Agama Islam Di Madrasah: Systematic Literature Review Sarah Handayani; Aji Joko Budi Pramono
Indonesian Journal of Multidisciplinary on Social and Technology Vol. 4 No. 2 (2026): Maret - Juni
Publisher : PT Ilmu Data Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijmst.v4i2.9131

Abstract

Perkembangan teknologi digital dalam dunia pendidikan mendorong penggunaan Computer Based Test (CBT) sebagai alternatif sistem penilaian dalam pembelajaran Pendidikan Agama Islam (PAI) di madrasah. Penelitian ini bertujuan untuk menganalisis efektivitas penerapan CBT dalam pembelajaran PAI di madrasah melalui pendekatan Systematic Literature Review (SLR). Metode penelitian menggunakan SLR dengan pedoman PRISMA 2020. Sumber data diperoleh dari database Google Scholar, GARUDA, dan DOAJ dengan rentang publikasi tahun 2020–2025. Berdasarkan proses identifikasi, screening, eligibility, dan included, diperoleh 18 artikel yang memenuhi kriteria penelitian. Hasil penelitian menunjukkan bahwa CBT efektif dalam meningkatkan efisiensi waktu, objektivitas penilaian, kemudahan pengolahan nilai, serta mendukung transformasi digital pendidikan di madrasah. Selain itu, CBT juga memberikan dampak positif terhadap hasil belajar dan literasi teknologi peserta didik. Namun, implementasi CBT masih menghadapi beberapa kendala seperti keterbatasan infrastruktur, akses internet, serta kesiapan guru dan peserta didik dalam penggunaan teknologi digital. Penelitian ini menyimpulkan bahwa CBT dapat menjadi alternatif sistem evaluasi modern dalam pembelajaran PAI di madrasah, meskipun diperlukan pengembangan sistem penilaian yang lebih adaptif terhadap aspek afektif dan psikomotorik pembelajaran PAI.  
Tren Implementasi Higher-Order Thinking Skills (HOTS) Dalam Pembelajaran Pendidikan Agama Islam Di SMK: Systematic Literature Review Berbasis Prisma 2020 Ngadiman Ngadiman; Aji Joko Budi Pramono
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.908

Abstract

Penelitian ini bertujuan menganalisis tren implementasi Higher-Order Thinking Skills (HOTS) dalam pembelajaran Pendidikan Agama Islam (PAI) di Sekolah Menengah Kejuruan (SMK) melalui pendekatan Systematic Literature Review (SLR) berbasis PRISMA 2020. Penelusuran literatur dilakukan pada empat basis data akademik (Google Scholar, Garuda, DOAJ, dan Crossref) dengan rentang publikasi 2020–2025. Dari 1.067 artikel yang teridentifikasi, sebanyak 18 artikel memenuhi kriteria inklusi dan dianalisis menggunakan teknik sintesis tematik. Hasil penelitian menunjukkan empat temuan utama: (1) implementasi HOTS dalam PAI di SMK mengalami perkembangan yang signifikan melalui inovasi model pembelajaran yang berpusat pada siswa, terutama Problem-Based Learning, Discovery Learning, Think-Pair-Share, dan pendekatan saintifik; (2) pengembangan instrumen evaluasi berbasis HOTS menjadi fokus yang semakin penting, meskipun praktik evaluasi lapangan masih didominasi Lower-Order Thinking Skills (LOTS); (3) integrasi HOTS dengan Kurikulum Merdeka dan teknologi digital mulai berkembang namun belum optimal; dan (4) penelitian longitudinal, berbasis kecerdasan buatan (AI), dan spesifik pada konteks kejuruan SMK masih sangat terbatas. Temuan ini mengkonfirmasi bahwa penerapan HOTS dalam PAI di SMK memerlukan penguatan kompetensi guru, inovasi evaluasi autentik, dan integrasi teknologi yang lebih sistematis.
Pengembangan Instrumen Penilaian Autentik pada Pembelajaran Pendidikan Agama Islam dalam Implementasi Kurikulum Merdeka Muh. Zaedul Khaer; Aji Joko Budi Pramono
Imanu: Jurnal Hukum dan Peradaban Islam Vol. 2 No. 02 (2026): IMANU: Jurnal Hukum dan Peradaban Islam
Publisher : IMANU: Jurnal Hukum dan Peradaban Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan mengembangkan instrumen penilaian autentik pada pembelajaran Pendidikan Agama Islam (PAI) dalam implementasi Kurikulum Merdeka. Latar belakang penelitian ini adalah pentingnya penilaian yang mampu mengukur kompetensi peserta didik secara utuh pada aspek pengetahuan, sikap, dan keterampilan, serta masih terbatasnya instrumen penilaian yang terintegrasi di lapangan. Penelitian ini menggunakan pendekatan kajian kepustakaan dengan menganalisis literatur yang relevan untuk merumuskan konsep pengembangan instrumen penilaian autentik sesuai karakteristik Kurikulum Merdeka. Hasil kajian menunjukkan bahwa penilaian autentik berperan penting dalam mengukur kemampuan peserta didik melalui aktivitas nyata seperti observasi sikap, unjuk kerja, proyek, dan portofolio. Temuan juga menunjukkan adanya kendala dalam implementasi, terutama terkait validitas instrumen, subjektivitas penilaian sikap, dan keterbatasan kemampuan guru dalam pengembangan instrumen. Penelitian ini menghasilkan model konseptual instrumen penilaian autentik yang mengintegrasikan aspek kognitif, afektif, dan psikomotorik secara sistematis. Instrumen ini diharapkan dapat meningkatkan objektivitas penilaian dan membantu guru dalam melaksanakan evaluasi yang lebih efektif. Dengan demikian, pengembangan instrumen ini berkontribusi pada peningkatan kualitas penilaian pembelajaran PAI dalam Kurikulum Merdeka.
The Development and Application of Rubrics in Education: A Scopus-Based Systematic Literature Review (2016–2026) Ahmad Hanafi Nurmawansyah; Aji Joko Budi Pramono
Pedagogi : Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2026)
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/pedagogi.v6i2.4440

Abstract

Rubric is an assessment instrument that plays a central role in supporting transparency and consistency of evaluation in education. This study aims to map the development, application, and effectiveness of rubrics in education through the Systematic Literature Review (SLR) approach following PRISMA 2020 guidelines. A literature search was conducted using keywords ("rubric" AND "education") in the Scopus database selected for its broad coverage of high-quality international journals and its concentration of Q1 and Q2 publications in education yielding 186 initial records. After selection stages based on the 2016–2026 range, Q1–Q4 journal rankings, abstract availability, and full-text feasibility screening using the Watase Uake automated SLR tool, a total of 13 articles were selected as the corpus of analysis. Given the single-database approach, these findings should be understood as representative of high-impact Scopus-indexed literature rather than an exhaustive mapping of the entire rubric research field. The results show that the development and use of rubrics in education has increased significantly in the last decade, with diverse focuses including: (1) competency-based formative assessment; (2) self-assessment and self-directed learning; (3) integration of artificial intelligence in automated assessment; and (4) cross-disciplinary competency development covering the fields of STEAM, bioinformatics, and language education. Methodologically, the research analyzed was dominated by qualitative approaches and instrument development, followed by quantitative and mixed methods, with most research conducted in higher education contexts. These findings imply the need for more systematic standardization in rubric development, strengthening educators' capacity to use rubrics as learning tools, and further exploration of the role of technology in educational evaluation.
Co-Authors Ahmad Hanafi Nurmawansyah Annisa Arianti Muh. Zaedul Khaer Ngadiman Ngadiman Sarah Handayani