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

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Improving Educational Quality Through the PPEPP Cycle in the Internal Quality Assurance System: A Case Study of Al Banna Middle School, Denpasar, Bali Asrina Astagani; 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.1707

Abstract

Improving the quality of education is a strategic demand for educational units in facing scientific developments, social change, and global competition. The Internal Quality Assurance System (SPMI) through the Determination, Implementation, Evaluation, Control, and Improvement (PPEPP) cycle is an important instrument to ensure continuous quality improvement. This study aims to analyze the implementation of the PPEPP cycle in improving the quality of education at SMP Al Banna Denpasar Bali. This research method uses a qualitative approach with a case study design based on document analysis. Data were obtained from school profile documents, quality mapping, quality improvement program plans and implementation, internal quality evaluation and audit reports, and quality standard setting documents. Data analysis was carried out through data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of PPEPP was carried out systematically through quality mapping based on eight National Education Standards, the preparation of quality improvement programs, the implementation of human resource strengthening programs, the development of an integrated curriculum, and periodic internal quality evaluation and audits. The implementation of the PPEPP cycle has contributed to improving the quality of education, as demonstrated by improved school governance, a strengthened culture of quality, and a 47.27% increase in student enrollment from 275 in the 2020/2021 academic year to 405 in the 2025/2026 academic year. These findings demonstrate that the PPEPP cycle serves as a strategic instrument for achieving systematic, measurable, and sustainable improvements in education 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 Khoirul Anwar Kusaeri Kusaeri Syamsul Rijal