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All Journal Al Ishlah Jurnal Pendidikan At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam Al-Bidayah: Jurnal Pendidikan Dasar Islam ISTIFHAM
Suharman Suharman
STAIN Teungku Dirundeng Meulaboh
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Tes Sebagai Alat ukur Prestasi Akademik Suharman Suharman
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 10, No. 1 (Juni 2018)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (344.905 KB)

Abstract

Teaching and learning process carried out must always go through the final process of evaluation, so that the results to be achieved are better. One of evaluation technique that is often used by educational institutions is achievement tests. Achievement tests are tests that are arranged in a planned manner to reveal the subject’s maximum performance in mastering the material or material that has been taught. In compiling test instruments for achievement tests, the test instrument must go through the Validity and Reliability Test. So the, test that will be prepared can be commensurate with the ability of someone who will be given a test. The test instruments that are prepared should not be too far below or above the ability of the test participants, and the level of difficulty of the items should be in the medium category. In the study of the test there are two approaches that can be used, namely the classical approach (CTT) and the modern approach based on Item Response Theory (IRT)
Integrated Thematic Learning during COVID-19 Pandemic Suharman Suharman; Maya Agustina; Tengku Hafinda
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (548.124 KB) | DOI: 10.35445/alishlah.v14i2.1602

Abstract

The present study was driven by the conditions of students and teachers encountering challenges while implementing integrated thematic learning, notably during the online classroom activities. This study aimed at identifying the planning, implementation, and evaluation of integrated thematic learning. Mixed Methods were employed as the research design. The class teachers (thematic teachers) and headmaster of MIN Kota Banda Aceh were recruited as the investigative participants. Quantitatively, the data were collected through questionnaire administration based on Likert. Qualitatively, interviews were performed to gain more qualitative data. The participants were the thematic teachers and the headmasters of MIN 11 and 6 Banda Aceh. The findings reported that the thematic teachers of MIN 11 and 6 were able to design lesson plans effectively. Although the COVID 19 forced them to implement and evaluate integrated thematic learning online, they could perform them well. In particular, they argued that the activities were very good (55%) and good enough (44%). On the other hand, the teachers of MIN 6 and 11 faced challenges while actualizing thematic learning. Those challenges were encountered when the participants began their learning experiences of teaching in the post-pandemic.
EVALUATION OF THE "TEACHING SKILLS ENRICHMENT" PROGRAM THROUGH THE CONTEXT INPUT PROCESS PRODUCT (CIPP) MODEL Suharman; Nur Rohman
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 14 No. 2 (2022): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/albidayah.v14i2.1045

Abstract

This study aims to evaluate the success rate of teaching skills enrichment programs in PGMI Study Programs through the CIPP program evaluation model. This research uses qualitative descriptive research methods through a case study approach in the Madrasah Ibtidaiyah STAIN Teungku Dirundeng Teacher Education Study Program, Meulaboh, West Aceh. Data collection methods through observation, interviews, and documentation. The results showed: (1) context evaluation refers to programs designed as a form of debriefing to prospective students before direct teaching practice in schools (FEP). (2) Evaluation of inputs shows full support from teaching human resources, budget funds, and facilities and infrastructure supporting activities. (3) The evaluation process shows that the teaching skills enrichment program is implemented based on three stages, namely; planning, reporting, and evaluation. (4) Product evaluation shows that the skill enrichment program produces several learning tools such as learning syllabi, lesson plans, and interactive learning media Keywords: CIPP Program Evaluation; teaching skills enrichment
The Effect of Providing Feedback on Student Achievement Rahmi Yati; Suharman Suharman; M. Rezki Andhika
ISTIFHAM Vol 1 No 1 (2023)
Publisher : Seutia Hukamaa Cendekia

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Abstract

Student learning outcomes can be used as a benchmark to assess whether a school's education is successful. While learning outcomes are influenced by various factors, one of which is the provision of feedback by an educator in the learning process. An educator does this to create a fun and interesting classroom environment so that students can hone their creativity in thinking, which will impact increasing student learning outcomes. The results of this study concluded that there was an effect of providing feedback on student learning outcomes. This is evident from hypothesis testing using the regression formula obtained results of 0.35. So in this study, the alternative hypothesis (Ha) is accepted, and (Ho) is rejected, with a low level of relationship. Then, look for the effect of providing feedback using the simple regression formula with the result y = 0.066 + 0.298x in influencing student learning outcomes. Furthermore, from the calculation of the coefficient of determination for the effect of giving feedback, it has a contribution or influence of 1.26%. Then the rest is influenced by other factors, such as internal and external factors. Based on the explanation above, it can be concluded that the effect of providing feedback on student learning outcomes is low.
Religious Education for Non-Muslim Students in Aceh: An Evaluation of Inclusivity and Implementation Suharman Suharman; Tengku Hafinda; Nur Rohman; Rahmad Syah Putra; Khairuddin Hasan; Maya Agustina; Farah Sumaiyah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8599

Abstract

The right to religious education for all students is guaranteed by Indonesian law. However, in Muslim-majority regions such as Aceh, the implementation of religious education for non-Muslim students remains inconsistent and under-explored. This study investigates how such education is implemented and evaluated in public schools, with a focus on inclusivity and compliance with legal standards. Using a qualitative phenomenological approach, the study explored the lived experiences of principals, religious teachers, non-Muslim students, and religious leaders across four regions in Aceh: Aceh Singkil, West Aceh, Sabang, and Lhokseumawe. Data were collected through semi-structured interviews, questionnaires, and document analysis, and analyzed using thematic triangulation. Findings reveal that due to the lack of non-Muslim religious teachers, schools rely on external religious leaders to provide instruction and conduct evaluations. Most learning takes place in houses of worship and is integrated into regular religious activities. While schools facilitate this process, the absence of standardized curricula and assessment rubrics has led to inconsistent learning outcomes and unequal educational experiences for minority students. The study identifies a hybrid model of religious education delivery that partially fulfills legal obligations but lacks integration with national educational standards. It concludes that while efforts to provide religious education for non-Muslim students exist, they are fragmented and depend heavily on local initiatives. A national policy framework is urgently needed to ensure equitable, inclusive, and accountable religious education for all students.
Co-Authors Farah Sumaiyah Hasan, Khairuddin M. Rezki Andhika Maya Agustina Nur Rohman Nur Rohman Rahmad Syah Putra Rahmi Yati Tengku Hafinda