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All Journal Journal of Education and Learning (EduLearn) Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan Jurnal Pengabdian UntukMu NegeRI Jurnal Ilmiah Peuradeun Al-Hayat: Journal of Islamic Education Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Ensiklopedia of Journal Al-Ta'lim Menara Ilmu Ruhama : Islamic Education Journal Jurnal Islamika Jurnal Kajian dan Pengembangan Umat Dharmas Education Journal (DE_Journal) International Journal of Education, Social Studies, And Management (IJESSM) Ikhtisar: Jurnal Pengetahuan Islam Islamic Circle Jurnal Al-Qayyimah Journal of Social And Economics Research At-tahsin: Jurnal Manajemen Pendidikan At-Thullab : Jurnal Mahasiswa Studi Islam El-Rusyd Innovative: Journal Of Social Science Research Al-Jadwa: Jurnal Studi Islam Ahlussunnah: Journal of Islamic Education Jurnal Studi Islam dan Sosial Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam
Julhadi, Julhadi
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Evaluating the Quality of Objective and Essay Tests in Cognitive Assessment Syamsi, Syamsi; Junaidi, Rahmat; Hidayat, Burhanuddin; Syofyandi, Rozi; Julhadi, Julhadi
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.492

Abstract

Cognitive evaluation instruments are essential tools for systematically and objectively measuring students’ thinking abilities. This study analyzes two primary types of cognitive assessment instruments objective tests and essay tests by evaluating their quality based on established indicators of validity and reliability. The purpose of this research is to examine how effectively these instruments measure cognitive performance across different levels of thinking skills. This study employs a qualitative research method with a content analysis approach, which involves reviewing, selecting, and analyzing scholarly literature, including textbooks, empirical studies, and theoretical documents related to test construction, validity, and reliability. The content analysis reveals that the cognitive domain encompasses mental processes such as problem-solving, reasoning, and the integration of conceptual knowledge. Written cognitive test instruments generally consist of essay tests (restricted and extended response) and objective tests (true–false, multiple-choice, matching, and completion). The findings demonstrate that the overall quality of cognitive evaluation instruments is largely determined by their validity and reliability, which serve as critical benchmarks for ensuring the accuracy and consistency of cognitive measurement.
Pelatihan dan Pendampingan Pendidikan Karakter Keluarga Pada Posbakum Atiyatul Aisyiyah Daerah Kabupaten Pasaman Nasrul, Wedy; Rahmi, Rahmi; Julhadi, Julhadi; Puadi, M; Rahmadani, Reza
Jurnal Pengabdian UntukMu NegeRI Vol. 9 No. 3 (2025): Pengabdian Untuk Mu negeRI
Publisher : LPPM UMRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37859/jpumri.v9i3.10357

Abstract

One of the factors contributing to domestic violence against children is the low level of character education among family members. Low character education results in a lack of empathy, immorality, and high levels of emotion among family members, leading to violence against children. The high number of child abuse cases in Pasaman Regency has prompted local community organizations to seek various solutions to reduce it. Aisyiyah Pasaman Regency is a women's organization that has long been concerned about children. However, the role of Aisyiyah Pasaman Regency in cases of child abuse has not been very visible. This activity aims to increase the knowledge of the Posbakum institution and Aisyiyah administrators regarding character education. The activity methods consisted of training and mentoring. The results of the training and mentoring showed an increase in the knowledge of Posbakum and Aisyiyah administrators regarding character education, enabling them to implement it in the community. The leaders and members of Posbakum and Aisyiyah were able to explain and instill character education in family members in their respective areas, thereby preventing violence against children.
MODEL EVALUASI PEMBELAJARAN DALAM PENDIDIKAN ISLAM: ANALISIS MODEL CIPP, KIRKPATRICK, DAN SCRIVEN Nora, Syovia; Julhadi, Julhadi
Ensiklopedia of Journal Vol 8, No 2 (2026): Vol. 8 No. 2 Edisi 2 Januari 2026
Publisher : Lembaga Penelitian dan Penerbitan Hasil Penelitian Ensiklopedia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33559/eoj.v8i2.3624

Abstract

Learning evaluation is a crucial component of the educational process as it functions to assess the achievement of learning objectives and serves as a basis for continuous improvement. In the context of Islamic Religious Education, learning evaluation is not only directed at cognitive achievement but also encompasses affective and psychomotor domains. This article aims to comprehensively examine and analyze learning evaluation models, particularly the CIPP, Kirkpatrick, and Scriven models, and their relevance to Islamic Religious Education. This study employed a qualitative approach using library research. Data were collected from books, scholarly journal articles, and academic documents related to learning evaluation models. Data analysis was conducted using a descriptive-analytical method by examining the concepts, characteristics, strengths, and limitations of each evaluation model. The findings indicate that the CIPP model emphasizes comprehensive evaluation of context, input, process, and product; the Kirkpatrick model focuses on a four-level evaluation ranging from reaction to results; while the Scriven model highlights formative and summative evaluation conducted independently of predetermined objectives. These three models have distinct strengths and can be adapted in Islamic Religious Education to enhance the quality of learning processes and outcomes.Keywords: learning evaluation; CIPP model; Kirkpatrick model; Scriven model; Islamic education
Evaluation-Based Curriculum Analysis: A Paradigm Shift in Assessment in the Merdeka Curriculum Julhadi, Julhadi; Hidayati, Sri; Yakub, Ramli; Fadli, Rahmat; Kemerindo, Gref
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.442

Abstract

The curriculum in Indonesia continues to evolve in response to the country's conditions. The transition from the 2013 Curriculum (K13) to the Merdeka Curriculum (KM) marks a fundamental shift, particularly in the assessment paradigm. This study aims to analyze how the Merdeka Curriculum is designed based on evaluation, focusing on the philosophical shift and practical implementation of diagnostic, formative, and summative assessments. The research method used is descriptive qualitative with a library research approach. Primary and secondary data were analyzed from 17 references, including official guidelines from the Ministry of Education, Culture, Research, and Technology, textbooks, and scientific journal articles (2018-2025). The results of the analysis show that the Merdeka Curriculum replaces the rigid Minimum Completion Criteria (KKM) with more flexible Learning Objective Achievement Criteria (KKTP), which can be compiled using criteria descriptions, rubrics, or value intervals. The essence of this shift is the strengthening of formative assessment as assessment for learning and assessment as learning, which aims to continuously improve the learning process. Diagnostic assessment (cognitive and non-cognitive) is now required at the beginning to map students' needs. While summative assessments continue to be used as assessments of learning to measure final achievement, authentic assessments, such as performance assessments, projects, and portfolios, are strongly encouraged to measure 21st-century competencies in real-world contexts. The implication of these findings is that there is an urgent need for more practical teacher training to address misconceptions about implementation and improve assessment literacy.
Muhammadiyah’s Contributions to Education, Social, Cultural, and Political Development: The Perspective of the Nusantara-Middle Eastern Ulama Network M, Mukhlis; Zulhandra, Zulhandra; Ardianto, Firdaus; Julhadi, Julhadi
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.514

Abstract

This study analyzes Muhammadiyah’s contributions to educational, social, cultural, and political development in Indonesia through the lens of the Nusantara–Middle Eastern ulama network. Using a qualitative historical-analytical approach, the research examines the intellectual trajectories and transregional scholarly connections of three influential Indonesian Muslim figures: Haji Abdul Malik Karim Amrullah (Buya Hamka), Wahid Hasyim, and Abdurrahman Wahid (Gus Dur). The findings reveal that sustained engagement with Middle Eastern centers of Islamic learning such as Mecca, Medina, Cairo, and Baghdad played a significant role in shaping diverse Islamic orientations in Indonesia, ranging from reformist Muhammadiyah thought to traditionalist and neo-modernist perspectives within Nahdlatul Ulama. Buya Hamka’s modernist outlook contributed to educational reform and socio-cultural transformation through Muhammadiyah. Wahid Hasyim advanced the modernization of pesantren education and strengthened Islamic educational institutions at the state level. Abdurrahman Wahid developed a progressive and pluralistic Islamic vision that reinforced the role of ulama in Indonesia’s socio-political landscape. This study demonstrates that the Nusantara–Middle Eastern ulama network served as a vital conduit for intellectual transmission, enabling Muhammadiyah and related Islamic movements to contribute dynamically to Indonesia’s religious, social, and political development.
PENDIDIKAN KARAKTER BERBASIS MULTIKULTURAL: STRATEGI MEMBANGUN KESETARAAN DI SEKOLAH SECARA INKLUSIF DAN BERKEADILAN T, Marlini; BJ, Jusmiwarti; Julhadi, Julhadi
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.1509

Abstract

Indonesia, as a nation based on Pancasila, upholds ethical values, morals, and human rights, maintains harmony among its citizens, fosters cooperation, and respects differences, symbols, religion, race, skin color, and so on. This country is incredibly rich in cultural, religious, ethnic, and linguistic diversity. Amidst this reality, schools serve as a strategic space for fostering mutual respect, tolerance, and a sense of community. However, educational practices often do not fully reflect the values ​​of equality and justice due to persistent stereotypes, cultural bias, and unequal access. This paper aims to explain the concept of multicultural-based character education and its implementation strategies for building inclusive and equitable schools. The writing method uses a library research approach through a review of relevant theories and literature. The study results indicate that multicultural-based character education can be implemented through curriculum integration, dialogic learning strategies, an inclusive school culture, and partnerships between schools, families, and the community. With the right strategies, schools can become safe and equitable spaces for all students without discrimination.
Islamic Religious Education in the Digital Era: Digital Akhlak Curriculum and Adaptive School Management Syahruddin, Syahruddin; Nofrizal, Nofrizal; Julhadi, Julhadi; Wahyuni, Sri
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.561

Abstract

This study aims to analyze the improvement of the quality of Islamic Religious Education in the digital era through the integration of curriculum transformation and adaptive school management. Employing a qualitative approach with a content analysis model, this study utilizes secondary data sources, including academic books, scientific journal articles, conference proceedings, and other relevant literature. Data were selected based on their relevance, credibility, and novelty, and were analyzed using descriptive-analytical techniques through processes of categorization, interpretation, and synthesis to identify patterns and significant conceptual relationships. The findings indicate that improving the quality of Islamic Religious Education in the digital era is closely linked to successful curriculum transformation toward the Digital Akhlak paradigm. This paradigm emphasizes the internalization of Islamic moral values in students’ behavior within digital spaces through the strengthening of critical digital literacy, media ethics, and the contextualization of Islamic teachings in contemporary realities. However, the effectiveness of this curriculum transformation is highly dependent on responsive and visionary school management, particularly in developing teachers’ digital competencies, providing high-quality digital learning infrastructure and content, and implementing academic supervision oriented toward professional development. Without strong managerial support, curriculum innovation risks remaining normative and inadequately implemented. This study highlights that reforming Islamic Religious Education in the digital era requires a holistic approach that integrates curriculum innovation and technology-based school management to foster a generation of Muslims who are faithful, virtuous, critical, and responsible in addressing the challenges of the digital world.
KOLABORASI MUHAMMADIYAH DALAM KANCAH INTERNASIONAL:BERGURU ISLAM KE BARAT DAN PENGEMBANGAN PERGURUAN TINGGI ISLAM DI INDONESIA Yuliani, Yuliani; Mardianis, Mardianis; Yuliarni, Yuliarni; Julhadi, Julhadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37875

Abstract

This paper examines the international collaboration of Muhammadiyah in sending lecturers from Islamic Higher Education Institutions (PTKI) to Western universities as a strategy to improve the quality of Islamic education in Indonesia amidst globalization challenges. Using a qualitative descriptive approach, the study explores the historical context and rationale behind the policy, as well as the contributions of alumni to curriculum reform, research, global networks, and religious diplomacy. The findings suggest that the policy aims to integrate knowledge and faith in line with Islam Berkemajuan (Progressive Islam). The study concludes that sending PTKI lecturers abroad is not Westernization but a strategic effort to integrate knowledge and faith. Recommendations include strengthening co-funding policies, integrating interdisciplinary knowledge, and establishing collaborative research centers to prevent brain drain.
Co-Authors . Zulfan Abdul Rahman Abdulaziz, Hussein Abdulqader Afriandi, Budi Afriko, Nofik Agus, Fauzi Aguswan, Aguswan Ahmad, Lahmi Akhir, Nur Afzan Binti Md Aldi Saputra Amrina, Amrina Andrianto Andrianto Anjasmara, Hendio Anzalman, Anzalman Ardianto, Firdaus Armini, Armini Asmaret, Desi Astirani, Fuspita Badriyatul Muniroh, Badriyatul BJ, Jusmiwarti Bulek, Muhammad Jahar Candra, Aldi Gustika Dafril, Dafril Dahyar, Dahyar Dias, Hendri Pani Dina, Hidayatul Efendi, Marhadi Eliyadi, Eliyadi Fadli, Rahmat Firdaus, Khairul Fitra, Joni Darma Fitri Rahmi Gusnita, Fitri Habibi, Asmar Hanafi, Abdul Halim Hanafi, Halim Hendri Hendri Hidayat, Burhanuddin Hirawan, Robi Ihsan Ihsan Ikbal, Ahmad Ismai, Ismai Jaffar, Mohammad Najib Johardi, Johardi Kamal, Tamrin Kemerindo, Gref Kumar, Tribhuwan Lahmi, Ahmad M, Mukhlis Mahyudin Ritonga Mardianis, Mardianis Marhadi Efendi, Marhadi Mudinillah, Adam Muhammad Husni Shidqi Muhammad Ridwan Mulyadi Mulyadi Mursal Mursal Muta'allim, Muta'allim Nasution, Suryadi Nofriadi Nofriadi Nofrizal Nofrizal Nora, Syovia Prima, Ari Puadi, M Rahmadani, Reza Rahmat Junaidi Rahmi Rahmi Raja Ritonga Ramadhani Ramadhani Rambe, Muslim Hasonangan Ras Bumi, Hengki Rika Fitri Riki Saputra, Riki Ritonga, Ahmad Roisuddin Rosniati Hakim SA, Saifullah Saifullah Saifullah Sri Hidayati Sri Wahyuni Suhaimis, Suhaimis SURYANINGRUM, EVI Syafrianto, Syafrianto Syahruddin Syahruddin Syaifullah Syaifullah Syamsi Syamsi Syofyandi, Rozi T, Marlini Thaheransyah Wasehudin, Wasehudin Wedy Nasrul Yahya, Muhamad Yakub, Ramli Yuliani Yuliani Yuliarni Yuliarni Zulfahmi Zulfahmi Zulfani Sesmiarni Zulhandra, Zulhandra