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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Ilmu Pendidikan Cakrawala Pendidikan Jurnal Penelitian dan Evaluasi Pendidikan JPTK: Jurnal Pendidikan Teknologi dan Kejuruan Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pengajaran MIPA Jurnal Infinity Progresiva : Jurnal Pemikiran dan Pendidikan Islam Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam EDUKASIA ISLAMICA: Jurnal Studi Keislaman Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Al-Tadzkiyyah MUSLIM HERITAGE: JURNAL DIALOG ISLAM DENGAN REALITAS Suska Journal of Mathematics Education J-PAI: Jurnal Pendidikan Agama Islam Ziswaf : Jurnal Zakat dan Wakaf Jurnal Fourier Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) Journal of Research and Advances in Mathematics Education JURNAL IQRA´ AL ISHLAH Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini MaPan : Jurnal Matematika dan Pembelajaran JRPM (Jurnal Review Pembelajaran Matematika) SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) Muaddib : Studi Kependidikan dan Keislaman Jurnal Pendidikan Matematika Raflesia JTAM (Jurnal Teori dan Aplikasi Matematika) Edukasi Islami: Jurnal Pendidikan Islam Beta: Jurnal Tadris Matematika Jurnal Basicedu Jurnal AME (Aplikasi Mekanika dan Energi): Jurnal Ilmiah Teknik Mesin JPM : Jurnal Pendidikan Matematika Transformasi : Jurnal Pendidikan Matematika dan Matematika SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Eduscience (JES) PHI: Jurnal Pendidikan Matematika Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Fitrah: Journal of Islamic Education ELIPS: Jurnal Pendidikan Matematika Online Learning in Educational Research Edukasia: Jurnal Pendidikan dan Pembelajaran SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) Jurnal Basicedu Jurnal Pendidikan Islam Jurnal Tatsqif Muslim Heritage JRAMathEdu (Journal of Research and Advances in Mathematics Education) Al-Wazan EDUKASI Jurnal Infinity FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Jurnal Pendidikan Progresif Jurnal Tarbiyatuna
Kusaeri Kusaeri
Universitas Islam Negeri Sunan Ampel Surabaya
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Social Sciences Other

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Early Childhood Education at the Intersection of East and West: An Analysis of Curriculum Shifts in Indonesia and Turkey Hidayati, Zuhriyyah; Kusaeri, Kusaeri; Rusydiyah, Evi Fatimatur
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 1 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i1.6475

Abstract

The early childhood education curriculum in the past few decades has undergone reforms and orientation shifts along with the shift in the orientation of the education curriculum in general. This article aims to analyze the shift in early childhood education curriculum between Indonesia and Turkey by a comparative method. The method used in this study is a systematic literature review review which starts from the process of literature search, screening and feasibility test. The results of this study found that there is a similarity in the shift in the early childhood education curriculum in Indonesia and Turkey, namely the trend of more research on learning methods and assessments than research on learning objectives and content. This is due to a shift in the global trend in the orientation of the educational curriculum in general, namely from content-based-curriculum to outcome-based-curriculum, from forward design to backward design. This finding shows the need for adjustments for educators and stakeholders in early childhood education so that the educational process runs in accordance with the demands of the times
MENGUNGKAP EFEKTIVITAS PERMAINAN MATEMATIKA INSTRUKSIONAL DALAM MENINGKATKAN MOTIVASI INTRINSIK DAN PRESTASI BELAJAR SISWA Auliyah, Aqilla Diyaul; Kusaeri, Kusaeri
ELIPS: Jurnal Pendidikan Matematika Vol 5 No 2 (2024): ELIPS, September 2024
Publisher : Universitas Pancasakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47650/elips.v5i2.1342

Abstract

Artikel ini membahas tentang eksplorasi model permainan matematika instruksional dalam meningkatkan motivasi intrinsik dan prestasi belajar siswa. Penelitian ini bertujuan untuk mengungkap efektivitas permainan matematika instruksional (PMI) dalam meningkatkan motivasi intrinsik dan prestasi belajar siswa. Metode yang digunakan dalam penelitian ini adalah tinjauan literatur sistematis dengan pendekatan Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA). Proses identifikasi dan seleksi dilakukan terhadap artikel-artikel yang relevan dari database Crossref, dengan fokus pada kata kunci seperti efektivitas, permainan matematika instruksional, motivasi intrinsik, dan prestasi belajar. Hasil penelitian menunjukkan bahwa penerapan PMI secara signifikan meningkatkan motivasi intrinsik siswa, yang tercermin dari peningkatan minat, keterlibatan, dan keinginan siswa untuk belajar matematika. Selain itu, PMI juga berkontribusi positif terhadap prestasi belajar siswa, dengan peningkatan yang signifikan dalam pemahaman konsep dan kemampuan pemecahan masalah matematika. Namun, penelitian ini juga mengidentifikasi beberapa tantangan dalam penerapan PMI, termasuk kurangnya pemahaman guru tentang desain permainan yang efektif dan keterbatasan sumber daya. Kesimpulan dari penelitian ini menegaskan bahwa PMI memiliki potensi besar untuk meningkatkan motivasi dan prestasi belajar siswa, namun diperlukan upaya komprehensif dalam pelatihan guru dan penyediaan sumber daya yang memadai.
Actualization of Heutagogy Learning in Islamic Religious Education Learning Sholihah, Ni'matus; Yusuf, M.; Kusaeri, Kusaeri
MUADDIB Jurnal Kependidikan dan Keislaman Vol 14 No 1 (2024)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/muaddib.v14i1.8492

Abstract

Islamic Religious Education (PAI) is an integral part of the education system in many countries with a Muslim majority. To ensure a deep and relevant understanding of religion, effective and contemporary learning methods need to be implemented. An approach gaining attention is heutagogy which promotes independent learning and self-development. This article reviews the concept of heutagogy and its application in the context of PAI learning. Heutagogy teaches students to become independent learners, enabling them to identify their learning needs, plan, initiate, and take full responsibility. This research employs the Systematic Literature Review method, utilizing the Watase Uake tool, EBSCO, Google Scholar, and the Preferred Reporting Item for Systematic Reviews and Meta-Analyses (PRISMA) technique. Initial research results show that the heutagogical approach can increase students’ motivation, promote a better understanding of the Islamic religion, and prepare them to become moral leaders in society. Focusing on the actualization of heutagogy in PAI learning, this article provides a view on the development of more modern Islamic education, relevant, and attractive to the current students. Incorporating heutagogical elements into PAI learning, schools and educators can help students develop a deeper understanding of their religion, as well as prepare them to face the challenge.
Measuring students' generic skills through national assessment Makhshun, Toha; A'la, Bassam Abul; Kusaeri, Kusaeri
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 27 No. 1 (2023)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v27i1.52205

Abstract

This study aims to measure the generic skills (GS) of Madrasah Aliyah (MA) students in Indonesia. Respondents who participated in this study were madrasah students scattered in East Java and Central Java as representatives of MAs in Indonesia. The method used in this research is a survey distributed via Google Form. Three dimensions are mentioned in the research instrument for measuring GS: religious moderation, critical and creative thinking skills, and interpersonal skills. Using SPPS version 16 software, a descriptive analysis was employed as the data analysis technique. The results of this study showed that the GS of students with religious moderation indicators obtained the highest average of 54.03% on the Likert scale 4. Critical and creative thinking skills indicators obtained the highest average results, 67.99%, on the Likert scale 4. The indicator of interpersonal skill obtained the highest average of 55.88% on the Likert 4 scale. Hence, it is expected of educational institutions to implement policies to enhance the GS of MA students, particularly in creating a more student-oriented learning model, also known as student-centered learning.
Optimizing Assessment for Learning in Islamic Education through Authentic and Diagnostic Assessment : A Systematic Literature Review Fadlillah, Nilna; Kusaeri, Kusaeri
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 2 (2024): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i2.11555

Abstract

This study aims to provide a comprehensive overview of research trends in authentic and diagnostic assessments, analyze the factors that influence their implementation and effectiveness, and the potential for optimizing both assessments to improve the quality of Islamic learning. Using the Systematic Literature Review method with Watase Uake and Publish or Perish tools, this study screened 825 articles according to PRISMA guidelines. After identifying, screening, and eligibility, 46 articles Scopus Indexed, Sinta 1, and Sinta 2 were selected for further mapping and thematic analysis. The results showed  that 1) the main trends of the research were related to the integration of technology in both assessments through e-portfolios and eDia System; 2) factors affecting effectiveness included validity and reliability of instruments, simplification of trials and validation, and integration of technology, while the obstacles were dominated by the lack of understanding of teachers, the complexity of procedures, and limited resources and time; 3) optimization steps included comprehensive training for teachers, development and validation of instruments, provision of supporting facilities, as well as the need for technology integration to make Islamic learning more dynamic, efficient, holistic, and meaningful. This study can be a reference for educators and education managers to improve assessment practices in learning Islamic Religion so that it can effectively achieve the goals of holistic Islamic education.
Deep Learning in Automated Essay Scoring for Islamic Education: A Systematic Review Putri, Rokhmatul Khoiro Amin; Kusaeri, Kusaeri; Suparto, Suparto
Online Learning In Educational Research (OLER) Vol. 5 No. 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.753

Abstract

Automated Essay Scoring (AES) is a computer-based scoring system that uses appropriate features to automatically assess or give feedback to students, by combining the power of Artificial Intelligence and natural language processing (NLP) to provide convenience and benefits for evaluators. This study aims to analyze the most effective algorithmic models in evaluating the accuracy and reliability of the Automated Essay Scoring (AES) system, especially in the context of Islamic religious education assessment, as well as examine its advantages and disadvantages in supporting objective and efficient learning evaluation. This study uses the Systematic Literature Review (SLR) approach by following the PRISMA protocol. A total of 31 relevant articles published in the period 2020 to 2025 from the Scopus and Springer databases were analyzed to evaluate the use and effectiveness of algorithms in the development of AES systems. The results show that transformer-based models, specifically BERT, are the most effective algorithms in current AES implementations. BERT excels because of its ability to understand bidirectional context and semantic depth in text. These models generate accurate scores and can provide automated feedback that is close to the quality of human judgment. However, the use of BERT requires large training data and high computing resources. While BERT demands substantial data and computing power, its application in Islamic education highlights the potential of AES to support more objective, consistent, and scalable assessment of students’ essays
Assessing the Assessor: Investigating Formative Assessment Literacy Among Islamic Education Teachers in Lamongan, Indonesia Hidayati, Zuhriyyah; Nurdi, Nurdi; Kusaeri, Kusaeri; Suparto, Suparto; Malyuna, Sita Isna
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7933

Abstract

Formative assessment literacy is essential for effective and student-centered instruction, yet limited research explores its application within religious education. This study investigates the level of formative assessment literacy among Islamic Education (PAI) teachers in Lamongan, East Java, focusing on three dimensions: conceptual understanding, practical implementation, and socio-emotional awareness. A descriptive quantitative design was employed, involving 263 PAI teachers from elementary to secondary levels. Data were collected using a validated Likert-scale questionnaire adapted from the Teacher Formative Assessment Literacy Scale (TFALS). Descriptive statistics and linear regression analysis were used to examine literacy levels and the predictive contribution of each dimension. The results show that PAI teachers exhibit high levels of formative assessment literacy across all three dimensions, with mean scores exceeding 5 on a 6-point scale. Regression analysis confirmed that each dimension significantly and independently contributes to teachers’ perceptions of formative assessment. However, interaction effects between dimensions were not significant, indicating limited cross-dimensional integration. These findings suggest that while PAI teachers possess strong individual competencies in assessment, holistic integration remains a challenge. Professional development should therefore address not only technical knowledge but also foster reflective and emotional capacities. Strengthening these areas can support more inclusive, ethical, and responsive assessment practices, particularly in value-based educational contexts such as Islamic education.
Co-Authors A'la, Bassam Abul A. Saepul Hamdani Abdurrohim Abdurrohim, Abdurrohim Achmad Maulidi Agus Prasetyo Kurniawan Ah. Zakki Fuad Ahmad Hanif Asyhar Ahmad Hidayatullah Ahmad Muhlisin Ahmad Nawawi Ahmad Nawawi, Ahmad Nawawi Ahmad Umar Ahmad Yusuf Akmali, Iqbal Rizky Alanshori, M. Zainuddin Ali Ridho Ali Ridho Ali Ridho Amiruddin Amiruddin Anindito Aditomo Aning Wida Yanti Anni Mujahidad Dina Asep Saepul Hamdani Asror, Moh Auliyah, Aqilla Diyaul Ayuwati Ningsih Bambang Sigit Widodo Bassam Abul A'la Cahyan, Ekky Dea Henwi Dedi Junaedi Dewi Rofiqoh Dina, Anni Mujahidad Ekky Dea Henwi Cahyan Elmita Irmanila Endah Retnowati Erman Erman ERMAN ERMAN Evi Fatimatur Rusydiyah Fadlillah, Nilna Faiqotul Wardah Faizin, Moh Farhad Muhammad, Farhad Muhammad Fathur Rohman FATHUR ROHMAN Fathur Rohman, Fathur Fikri, Ishom Fuadi Fitriani, Ely Ginda Ginda Habsanul Aisyah Hanik Yuni Alfiyah, Hanik Yuni Hendi Sugianto Hidayati, Zuhriyah Hidayati, Zuhriyyah Hukamak, Moh Tahrikul Iffana Fitrotul Aaidati Indayati, Tatik Indra, Adam Malik Irmanila, Elmita Ishom Fuadi Fikri Iskandar Ritonga Karim, Abdul Rahim Khoiriyah, Niswatin Khoirun Niam Khusnul Fikriyah Kiki Febrianti Santoso Kustianingsih, Mia Lailah Isrofatun Nahdiah Lisanul Uswah Sadieda Lubis, Ardiansyah Lubis, Ardiyansyah M Baihaqi M. Yusuf Maknin, Afifah Khurin Malyuna, Sita Isna Mannan, Abd Masdar Hilmy Mirwan Akhmad Taufiq Mochamad Zaenal Muttaqin Moh Asror Mohammad Firdaus Muhammad Ripin Ikhwandi Mukhammad Bakhruddin Muntafi'ah, Umi Nasaruddin Nasaruddin Nasaruddin Nasaruddin Natasya Ziana Walidah Nia Indah Purnamasari, Nia Indah Nilna Fadlillah Nur Aida Nur Maslikhatun Nisak Nur Millah Muthohharoh Nuraini, Ayu Fitria Dwi Nurdi, Nurdi Nuruddaroini, M. Ahim Sulthan Nuryaningsih, Putri Dwi Prastiyono, Hendri Putri, Rokhmatul Khoiro Amin Rangga Sa'adillah SAP Raniya, Pudyas Tataquna Ririn Inayatul Mahfudhoh Ririn Inayatul Mahfudloh Rohman, Fathur Rusdiyah, Evi Fatimatur Saepul Hamdani Sari, Dian Candra Rini Novita Setya Permana Sutisna Setyawati, Maunah Sholihah, Ni'matus Silmi, Thoriq Aji Siti Aisya Siti Asmiyah Siti Khoiriyah Siti Lailiyah Siti Lailiyah, Siti Siti Maimunah sri murtini . Sugito Muzaqi Suparto Suparto Suparto Suparto Suparto Suparto Suparto Suprananto, Suprananto Supriyadi, Tachli Susanto, Bambang Adi Sutini Sutini Syarof Nursyah Ismail Tamami, Badrut Tatik Indayati Toha Makhshun Umi Nida Mulhamah Umi Nida Mulhamah, Umi Nida Usman Yudi Vachruddin, Vrisko Putra Wachidatul Adaniyah Wahyudi, Noor Wenda Yulian Rizki WIWIK SRI UTAMI Wulan Rahayu Yuliharti Yuliharti Yuni Arrifada Yuni Arrifadah Yusuf, Ahmad Zaini Tamin AR, Zaini Tamin Zainul Fuad Zaitun Zaitun Zulkarnain Zulkarnain