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All Journal Al-Ilmiya: Jurnal Pendidikan Islam
Dina Hermina
Program Studi Magister Pendidikan Agama Islam, Pascasarjana UIN Antasari Banjarmasin

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Evaluasi Holistik Pendidikan Agama Islam Melalui Integrasi Wawancara, Dokumenter, dan Sosiometrik Muhaimin; Dina Hermina
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 1 No. 6 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Mei)
Publisher : Al-Ilmiya: Jurnal Pendidikan Islam

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Abstract

Evaluation in Islamic Religious Education is not merely directed toward measuring cognitive achievement but should also reveal students' affective, spiritual, and social development comprehensively. This article aims to examine the integration of interview, documentary, and sociometric techniques as holistic evaluation instruments in Islamic Religious Education. This study employed a library research method by analyzing relevant literature concerning Islamic educational evaluation. The findings indicate that interviews are effective in exploring students' spiritual and affective dimensions, documentary techniques provide longitudinal information regarding students' development through educational records, and sociometric techniques reveal social interaction patterns and the implementation of Islamic values within learning communities. The integration of these three techniques offers a more comprehensive evaluation system than the use of a single method. Therefore, holistic evaluation through the combination of interview, documentary, and sociometric techniques can assist educators in obtaining a complete understanding of students' development in accordance with the objectives of Islamic education.
Menyinergikan Model Goal-Free dan Formatif-Sumatif Untuk Evaluasi Program Pendidikan Islam yang Objektif Mutmainah; Dina Hermina
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 1 No. 6 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Mei)
Publisher : Al-Ilmiya: Jurnal Pendidikan Islam

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Abstract

Program evaluation is an essential component in determining the effectiveness, efficiency, and usefulness of educational programs. However, evaluations that focus solely on predetermined objectives often overlook actual impacts emerging during program implementation. This article aims to examine the Goal-Free Evaluation Model and the Formative-Summative Model and to analyze their integration in improving evaluation objectivity. This study employed a library research approach by reviewing recent literature on evaluation theories and practices. The findings reveal that Goal-Free Evaluation effectively identifies unintended outcomes, while formative and summative evaluations contribute to process improvement and final decision-making. The integration of both models produces a more comprehensive evaluation system by reducing evaluator bias, enhancing accountability, and providing a broader understanding of program effectiveness. Therefore, combining Goal-Free Evaluation and Formative-Summative Evaluation offers a strategic alternative for conducting objective and evidence-based educational program evaluations.
Co-Authors Muhaimin Mutmainah