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All Journal Jurnal Manajemen Pendidikan Nusantara: Jurnal Pendidikan Indonesia
Syafa'at Ariful Huda
Universitas Negeri Jakarta, Indonesia
Education

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PROGRAM EVALUATION OF MUADALAH MUALLIMIN PESANTREN USING COUNTENANCE MODEL Fawzul Arifin; Rizqi Nur Afifah; Syafa'at Ariful Huda
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1683

Abstract

Pesantren have received state recognition, institutional strengthening, and equal rights in the implementation of educational activities through Law No. 18 of 2019 on Pesantren. Among the forms of pesantren officially recognized are pesantren muadalah operating under the salafiyah and muallimin systems; however, empirical evaluation studies on the implementation of the muadalah muallimin pesantren program remain limited. This study aims to assess the effectiveness of program implementation and to examine the application of an evaluation model in order to develop a systematic, contextual, and applicable evaluation framework that may serve as a reference for muadalah muallimin pesantren in Indonesia. This research employed a qualitative approach using a case study method and the Stake’s Countenance Evaluation Model. Data were collected through observation, interviews, and questionnaires. The evaluation criteria were based on government regulations concerning quality standards for pesantren education within muadalah muallimin educational units. The findings indicate that the implementation of the muadalah program achieved an excellent classification, attaining an A grade with a final score of 91. The component scores were as follows: curriculum 97.27, students 97.36, educators and educational staff 94.08, facilities and infrastructure 90.67, financing 100, institutional management 93.08, teaching and learning processes 91.27, and learning outcomes and graduates 61.75. This study contributes novel insights to the body of knowledge on program evaluation of muadalah muallimin pesantren.
Rasch Model Applications in Validity and Reliability Testing of Educational Measurement Instruments: A PRISMA-Guided Systematic Literature Review (2020–2026) Cynthia Mayang Sari; Ulya Amelia; Agustian Ramadana Putra; Syafa'at Ariful Huda; S. Nudia Mastur
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 4 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i4-2

Abstract

Purpose – This study analyzes the use of the Rasch Model to test the validity and reliability of educational measurement instruments published between 2020 and 2026, based on 13 empirical articles retained from 5,097 records retrieved from ScienceDirect, ProQuest, and Google Scholar. The review examines the characteristics of the publications and instruments analyzed, the psychometric indicators most frequently reported, the comprehensiveness of psychometric evidence, and the methodological gaps identified in previous studies.Methods – This study employed a systematic literature review approach guided by the PRISMA 2020 statement. After deduplication and title, abstract and full text screening against explicit inclusion and exclusion criteria, 13 empirical articles were retained for narrative synthesis.Findings – The results of the study show that the Rasch model has been used in instruments that measure various fields in education. The most consistently reported indicators are item fit, infit-outfit mean squares, ZSTD, point-measure correlation, person and item reliability, and the separation index. However, reporting on unidimensionality, local independence, response category functions, and differential item functioning remains inconsistent.Research Implications – The findings imply that psychometric reporting practices in Rasch-based validation studies need to be standardized. This study is limited by its concentration on literature from specific educational contexts, particularly Asian countries, and by variation in how Rasch indicators are reported across studies, indicating the need for broader cross-country research, more standardized psychometric reporting, and further validation through DIF, response category analysis, external validity evidence, and integration with CFA or EFA. 
Co-Authors Agustian Ramadana Putra Cynthia Mayang Sari Fawzul Arifin Rizqi Nur Afifah S. Nudia Mastur Ulya Amelia