Article Per Year (5 Year)
p-Index From 2021 - 2026
8.454
P-Index
This Author published in this journals
All Journal Bulletin of Electrical Engineering and Informatics 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 Ideguru: Jurnal Karya Ilmiah Guru 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 Journal International Inspire Education Technology (JIIET) 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 Sharia Oikonomia Law Journal Journal Neosantara Hybrid Learning Al-Jadwa: Jurnal Studi Islam Ahlussunnah: Journal of Islamic Education AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam journal of social and economic research Jurnal Studi Islam dan Sosial Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam
Julhadi, Julhadi
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

Published : 69 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 69 Documents
Search

 3   4   5   6   7 
PRINSIP EVALUASI PEMBELAJARAN PAI Zaniar, Zaniar; 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.v8i2.3622

Abstract

The principles of evaluation in Islamic Religious Education (PAI) emphasize an assessment process that measures students’ cognitive, affective, and behavioral development comprehensively. Three core principles guide this process: objectivity, fairness, and Islamic values. Objectivity ensures that evaluation is conducted based on clear, measurable indicators and is free from personal bias, allowing results to accurately reflect students’ actual abilities. The principle of fairness requires teachers to provide equal and proportional opportunities for all students, avoiding any form of discrimination. Meanwhile, Islamic values guide the evaluation process to embody ethical qualities such as honesty, trustworthiness, compassion, and respect for human dignity. Integrating these three principles creates an evaluation system that is meaningful, humanistic, and aligned with the overarching goals of Islamic education.Keywords: Islamic education assessment, objectivity, fairness, Islamic values
ETIKA BERBEDA PENDAPAT DALAM PERSPEKTIF MODERASI BERAGAMA Farina, Dahlia; Musdalifa, Deby Habja; Julhadi, Julhadi; Wahyuni, Sri
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.v8i2.3625

Abstract

Differences of opinion are an inherent part of Islamic intellectual tradition and become a social reality in the religious life of Indonesian Muslims. However, the emergence of digital media, shifting patterns of authority, and the increasing politicization of religious symbols often exacerbate tensions within communities. This article examines how disagreements can be managed ethically through the framework of religious moderation. Using a qualitative library research method, the study reviews classical Islamic discourses on ikhtilaf, national policy documents on religious moderation, and contemporary socio-religious dynamics in Indonesia. The findings show that conflicts rarely arise from the substance of theological or jurisprudential differences, but rather from communication patterns, emotional responses, and weak religious literacy. The principles of moderation such as balance, tolerance, anti-violence, and respect for local traditions provide a constructive approach for interacting across divergent viewpoints. The study concludes that courteous disagreement is not only an ethical imperative but also a civic necessity for sustaining social harmony in a pluralistic nation.Keywords: Disagreement, Religious Moderation, Islamic Ethics, Tolerance
PENGUATAN IMPLEMENTASI EVALUASI KURIKULUM PENDIDIKAN AGAMA ISLAM DALAM KONTEKS KURIKULUM MERDEKA: KAJIAN LITERATUR Sriwahyuni, Syarifah; 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.v8i2.3620

Abstract

Curriculum evaluation is a crucial component in improving the quality of Islamic Religious Education (PAI). It is not only positioned as the final stage of curriculum development but also serves as a basis for continuous improvement in teaching implementation. This study aims to analyze the implementation of an evaluation-based PAI curriculum in the planning, learning process, and student assessment aspects. A literature review method was used focusing on curriculum evaluation theory and its implementation in educational institutions. The results indicate that implementing an evaluation-based curriculum requires PAI teachers to continuously reflect, monitor, and comprehensively assess the learning process to provide constructive feedback. Therefore, evaluation becomes an instrument that supports the realization of a more adaptive and responsive curriculum aligned with students' needs and societal demands.Keywords:  curriculum evaluation, Islamic religious education, implementation, assessment
PENILAIAN KARAKTER, SPIRITUAL, DAN ETIKA ISLAM DALAM EVALUASI PEMBELAJARAN AIK Arisnelwati, Arisnelwati; Julhadi, Julhadi
Journal of Social and Economics Research Vol 7 No 2 (2025): JSER, December 2025
Publisher : Ikatan Dosen Menulis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/jser.v7i2.1180

Abstract

Artikel ini membahas pentingnya penilaian karakter, spiritual, dan etika Islam dalam konteks evaluasi pembelajaran Pendidikan Agama Islam dan Keislaman (AIK). Tujuan penelitian ini adalah untuk menguraikan konsep, prinsip, serta implementasi praktis penilaian afektif dan spiritual berdasarkan perspektif pendidikan Islam. Metode yang digunakan dalam penelitian ini ialah pendekatan deskriptif kualitatif dengan kajian pustaka (library research) yang mengkaji literatur terkait evaluasi pendidikan Islam. Hasil kajian menunjukkan bahwa penilaian dalam pendidikan Islam tidak hanya menitikberatkan pada aspek kognitif, tetapi juga pada aspek afektif dan spiritual yang merefleksikan keimanan, ketakwaan, dan akhlak mulia peserta didik. Penilaian autentik seperti observasi, jurnal refleksi, penilaian diri, dan portofolio merupakan instrumen yang dapat digunakan untuk mengukur perkembangan karakter dan spiritual peserta didik secara komprehensif. Di sisi lain, terdapat tantangan dalam penerapannya, seperti kesulitan menentukan indikator spiritual yang objektif dan dominasi sistem penilaian yang berorientasi pada hasil akademik. Oleh karena itu, guru AIK perlu berinovasi dalam merancang sistem penilaian yang holistik, kontekstual, dan sejalan dengan nilai-nilai Islam agar dapat membentuk pribadi peserta didik yang beriman, berilmu, dan berakhlakul karimah.
FORMAT, SISTEMATIKA, DAN ETIKA PELAPORAN DALAM PENYUSUNAN LAPORAN EVALUASI PROGRAM PENDIDIKAN Risna Oktavia; Julhadi, Julhadi
Journal of Social and Economics Research Vol 7 No 2 (2025): JSER, December 2025
Publisher : Ikatan Dosen Menulis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/jser.v7i2.1181

Abstract

Penelitian ini membahas penyusunan laporan evaluasi dengan mengkaji komponen fundamental yang menentukan kualitas, kredibilitas, dan kebermanfaatan hasil evaluasi. Laporan evaluasi memiliki peran penting sebagai dokumentasi proses evaluasi, media komunikasi temuan, dan dasar dalam pengambilan keputusan untuk perbaikan program. Artikel ini mengulas elemen penting dalam format laporan, sistematika penyusunan, serta etika pelaporan yang wajib dipatuhi evaluator. Dengan menggunakan pendekatan deskriptif kualitatif melalui studi kepustakaan, artikel ini menegaskan bahwa laporan evaluasi yang baik harus memiliki format yang jelas, terdiri dari bagian awal, isi, dan lampiran; sistematika yang logis dan koheren; serta landasan etika yang kuat seperti objektivitas, kerahasiaan, integritas, dan akuntabilitas. Hasil pembahasan menunjukkan bahwa kualitas laporan sangat memengaruhi efektivitas proses pemantauan dan perbaikan program. Penelitian ini menyimpulkan bahwa evaluator perlu menguasai kompetensi teknis dan etis dalam pelaporan agar mampu menghasilkan laporan evaluasi yang akuntabel dan berbasis bukti
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.
Transformasi Kurikulum Pendidikan Islam: Studi Komparatif Sejarah Dari Klasik Ke Modern Nofrizal, Nofrizal; Efendi, Yusuf; Julhadi, Julhadi; Wahyuni, Sri
Menara Ilmu : Jurnal Penelitian dan Kajian Ilmiah Vol 20, No 1 (2026): Vol 20 No. 01 JANUARI 2026
Publisher : LPPM Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/mi.v20i1.7561

Abstract

Pendidikan Islam memegang peran krusial dalam membentuk spiritualitas dan intelektualitas umat, namun kurikulumnya senantiasa beradaptasi dengan dinamika zaman. Penelitian ini bertujuan menganalisis secara komparatif transformasi kurikulum pendidikan Islam dari periode klasik, pertengahan, hingga modern, mengidentifikasi ciri khas, faktor pendorong, serta implikasinya terhadap kualitas pendidikan. Menggunakan pendekatan kualitatif dengan desain historis-komparatif, data dikumpulkan melalui studi literatur komprehensif dari berbagai sumber akademik dan dianalisis menggunakan metode analisis konten. Temuan menunjukkan bahwa periode klasik (abad ke-7–13 M) dicirikan oleh integrasi holistik ilmu agama dan rasional, melahirkan cendekiawan multidisiplin dan memajukan peradaban. Sebaliknya, periode pertengahan (abad ke-14–18 M) beralih ke konservasi tradisi dan fokus pada ilmu agama, yang meskipun berhasil melestarikan warisan, menyebabkan stagnasi inovasi. Periode modern (abad ke-19 M–sekarang) ditandai oleh reformasi kurikulum dan integrasi ilmu umum sebagai respons terhadap kemajuan Barat dan tuntutan globalisasi, bertujuan menghasilkan generasi yang relevan namun menghadapi tantangan dalam menjaga identitas keislaman. Secara keseluruhan, transformasi ini merefleksikan perjuangan berkelanjutan menyeimbangkan tradisi dan modernitas, memberikan pemahaman mendalam untuk pengembangan kurikulum adaptif masa depan yang berakar pada nilai-nilai Islam fundamental.
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.
PENILAIAN KARAKTER, SPIRITUAL, DAN ETIKA ISLAM DALAM EVALUASI PEMBELAJARAN AIK Arisnelwati, Arisnelwati; Julhadi, Julhadi
Journal of Social and Economics Research Vol 7 No 2 (2025): JSER, December 2025
Publisher : Ikatan Dosen Menulis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/jser.v7i2.1180

Abstract

Artikel ini membahas pentingnya penilaian karakter, spiritual, dan etika Islam dalam konteks evaluasi pembelajaran Pendidikan Agama Islam dan Keislaman (AIK). Tujuan penelitian ini adalah untuk menguraikan konsep, prinsip, serta implementasi praktis penilaian afektif dan spiritual berdasarkan perspektif pendidikan Islam. Metode yang digunakan dalam penelitian ini ialah pendekatan deskriptif kualitatif dengan kajian pustaka (library research) yang mengkaji literatur terkait evaluasi pendidikan Islam. Hasil kajian menunjukkan bahwa penilaian dalam pendidikan Islam tidak hanya menitikberatkan pada aspek kognitif, tetapi juga pada aspek afektif dan spiritual yang merefleksikan keimanan, ketakwaan, dan akhlak mulia peserta didik. Penilaian autentik seperti observasi, jurnal refleksi, penilaian diri, dan portofolio merupakan instrumen yang dapat digunakan untuk mengukur perkembangan karakter dan spiritual peserta didik secara komprehensif. Di sisi lain, terdapat tantangan dalam penerapannya, seperti kesulitan menentukan indikator spiritual yang objektif dan dominasi sistem penilaian yang berorientasi pada hasil akademik. Oleh karena itu, guru AIK perlu berinovasi dalam merancang sistem penilaian yang holistik, kontekstual, dan sejalan dengan nilai-nilai Islam agar dapat membentuk pribadi peserta didik yang beriman, berilmu, dan berakhlakul karimah.
Co-Authors . Zulfan Abdul Rahman Abdul Rokhim Abdulaziz, Hussein Abdulqader Afriandi, Budi Afriko, Nofik Agus, Fauzi Aguswan, Aguswan Ahmad, Lahmi Akhir, Nur Afzan Binti Md Aldi Saputra Amrina, Amrina Anas, Amrina Andrianto Andrianto Anjasmara, Hendio Anzalman, Anzalman Ardianto, Firdaus Ardinal, Eva Arisnelwati, Arisnelwati Armalena, Armalena Armini, Armini Asmaret, Desi Astirani, Fuspita Badriyatul Muniroh, Badriyatul BJ, Jusmiwarti Bulek, Muhammad Jahar Candra, Aldi Gustika Dafril, Dafril Dahyar, Dahyar Deli, Firma Dias, Hendri Pani Dina, Hidayatul Efendi, Marhadi Efendi, Yusuf Eliyadi, Eliyadi Fadli, Rahmat Fadli, Syahrul Farina, Dahlia Firdaus, Khairul Fitra, Joni Darma Fitri Rahmi Fitri, Rika 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 Juliwis Kardi Kamal, Tamrin Kemerindo, Gref Kumar, Tribhuwan Lahmi, Ahmad M, Mukhlis Mahyudin Ritonga Maigus, Maigus Mardianis, Mardianis Marhadi Efendi, Marhadi Mudinillah, Adam Muhammad fauzan Muhammad Husni Shidqi Muhammad Ridwan Muhiddinur Kamal Mulyadi Mulyadi Mundzir, M. Afief Mursal Mursal Musdalifa, Deby Habja Muta'allim, Muta'allim Nasution, Suryadi Nofriadi Nofriadi Nofrizal Nofrizal Nora, Syovia Nuraiman, Nuraiman Parsidi Parsidi Prima, Ari Puadi, M Rahmadani, Reza Rahmat Junaidi Rahmayani, Dewi Rahmi Rahmi Raja Ritonga Ramadani , Laili Ramadhani Ramadhani Rambe, Muslim Hasonangan Ras Bumi, Hengki Riki Saputra, Riki RISNA OKTAVIA Ritonga, Ahmad Roisuddin Rosniati Hakim SA, Saifullah Saifullah Saifullah Sri Hidayati Sri Wahyuni Sriwahyuni, Syarifah Suhaimis, Suhaimis SURYANINGRUM, EVI Syafrianto, Syafrianto Syahruddin Syahruddin Syaifullah Syaifullah Syamsi Syamsi Syofyandi, Rozi Syutri, Halimah T, Marlini Thaheransyah Wasehudin, Wasehudin Wedy Nasrul Yahya, Muhamad Yakub, Ramli Yuliani Yuliani Yulianis Yulianis Yuliarni Yuliarni Zaniar, Zaniar Zarkasi, Zarkasi Zulfahmi Zulfahmi Zulfani Sesmiarni Zulhandra, Zulhandra