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All Journal Global Education Journal EDUJAVARE: International Journal of Educational Research
Syamsul Rijal
Universitas Islam Sultan Agung Semarang, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementation of Internal Quality Assurance System in Improving the Quality of Education Syamsul Rijal; Khoirul Anwar
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1704

Abstract

Educational quality assurance has become a strategic priority in improving school effectiveness and ensuring sustainable educational excellence. In the context of Integrated Islamic Schools, quality assurance must not only address academic achievement but also encompass religious competence and character development. This study aims to analyze the implementation of the Internal Quality Assurance System (SPMI) in improving educational quality at SMP IT Imam Syafi'i Samarinda, Wahdah Islamiyah Islamic Boarding School, East Kalimantan. The research employed a qualitative case study approach, with data collected through interviews, observations, and document analysis involving school leaders, teachers, and quality assurance personnel. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings reveal that SPMI has been implemented systematically through the PPEPP cycle, integrating National Education Standards with the Special Quality Standards of the Integrated Islamic School Network (JSIT). Quality improvement is reflected in curriculum integration, the strengthening of the tahfidz Al-Qur’an program, Islamic character development, teacher professional development, and continuous evaluation mechanisms. The study further demonstrates that quality assurance functions not merely as an administrative requirement but as an organizational strategy for fostering a sustainable culture of quality.
Differentiated Assessment in Islamic Religious Education: Concept, Implementation, and Challenges Asrina Astagani; Syamsul Rijal; Kusaeri Kusaeri
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1838

Abstract

Differentiated assessment has emerged as an important evaluation approach alongside differentiated instruction and student-centered learning. In Islamic Religious Education (IRE), assessment is expected not only to measure students' cognitive achievement but also to evaluate their spiritual, affective, social, and practical religious competencies comprehensively. However, the implementation of differentiated assessment in IRE remains challenging due to limited teacher assessment literacy, the predominance of cognitive-oriented evaluation, and the lack of assessment models that accommodate students' diverse learning characteristics. This article aims to analyze the concepts, implementation, and challenges of differentiated assessment in Islamic Religious Education through a Narrative Review approach. The study draws upon scholarly literature, including peer-reviewed journal articles, academic books, policy documents, and other relevant publications. The data were analyzed using thematic identification, classification, comparison, and synthesis. The findings indicate that differentiated assessment in IRE should be designed based on students' readiness, interests, and learning profiles while addressing spiritual, social, cognitive, and practical competencies. Its implementation may involve diagnostic, formative, and summative assessments, as well as portfolios, project-based assessment, performance assessment, observation, and self-reflection. The major challenges include inadequate teacher assessment literacy, limited assessment instruments, administrative burdens, technology integration, and insufficient policy support. This review contributes a comprehensive conceptual synthesis of differentiated assessment in Islamic Religious Education and offers recommendations for developing more adaptive, authentic, and student-centered assessment practices.
Co-Authors Asrina Astagani Khoirul Anwar Kusaeri Kusaeri