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All Journal Journal of Education and Teacher Training Innovation (JETTI) Educompassion: Jurnal Integrasi Pendidikan Islam Dan Global
Amri Saputra
Sunan Kalijaga State Islamic University Yogyakarta
Religion Education Other

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Evolusi Tematik Asesmen Digital dalam Pendidikan (2011–2026): Analisis Bibliometrik dan Implikasinya bagi Pendidikan Agama Islam Amri Saputra; Abdul Munip
Educompassion: Jurnal Integrasi Pendidikan Islam dan Global Vol. 3 No. 2 (2026): Mei
Publisher : Yayasan Cendekia Gagayunan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63142/educompassion.v3i2.509

Abstract

The rapid development of digital technology has significantly transformed educational systems, including learning assessment practices. Digital assessment enables more flexible, efficient, and data-driven evaluation processes. Along with the increasing integration of technology in learning, research on digital assessment has grown substantially in the scientific literature. This study aims to analyze the development and thematic evolution of digital assessment research in education during the period 2011–2026 using a bibliometric analysis approach. Data were obtained from the Scopus database using the keywords digital assessment, online assessment, and e-assessment. The analysis was conducted using the Bibliometrix package through the Biblioshiny interface in R software. The results indicate a significant increase in publications and the emergence of international research collaboration networks. Keyword co-occurrence and thematic evolution analyses reveal a shift in research focus from online assessment toward more complex themes such as learning analytics, digital learning, and the use of artificial intelligence in learning evaluation. These findings highlight the growing importance of digital assessment in technology-based learning systems, including its implications for Islamic Religious Education.
Religious Moderation in Islamic Education: A Systematic Literature Review with Pedagogical Implications for Primary Education Amri Saputra; Dini Cahyati; Nur Fadilah Ramadhany; Muqowim Muqowim
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/ze9yv050

Abstract

This study presents a Systematic Literature Review (SLR) of 224 Scopus-indexed academic articles addressing religious moderation in the context of Islamic education. The primary problem examined is the persistent gap between the normative proclamation of wasatiyyah (Islamic moderation) as an educational ideal and its actual operationalization in pedagogical practice. The central research questions are: (1) What are the dominant thematic clusters in the existing literature on religious moderation in Islamic education? (2) What learning strategies and teacher roles have been identified as effective in internalizing moderation values? (3) What research and pedagogical gaps remain unaddressed, particularly at the primary school level? The method employed is a PRISMA-guided Systematic Literature Review (SLR), drawing on data extracted from the Scopus database using the Bibliometrix R-package and covering the publication period 2015–2026, combining bibliometric analysis with inductive-deductive thematic synthesis. This urgency is underscored by the escalating tide of religious intolerance and radicalism within Indonesia's educational institutions, which calls for systematic, evidence-based responses grounded in the existing body of research. The findings reveal five major thematic clusters: the wasatiyyah paradigm and moderation theology; tolerance and pluralism; multicultural learning strategies; teacher roles and character education; and implementation challenges. The review identifies a critical research gap at the primary education level, indicating that this educational stage remains the least explored within the literature on religious moderation in Islamic education. Drawing on evidence synthesized from the broader body of literature, this study formulates pedagogical implications for primary education, including curriculum reform in Islamic Religious Education, the adoption of dialogical and cooperative learning approaches, systematic teacher professional development incorporating moderation competencies, and the integration of digital literacy to strengthen students' resilience against extremist online narratives.
Co-Authors Abdul Munip Dini Cahyati Muqowim Muqowim Nur Fadilah Ramadhany