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All Journal Jurnal Indo-Islamika Wacana Hukum El-HARAKAH : Jurnal Budaya Islam Jurnal Teknik Kimia Jurnal Riset Mahasiswa Akuntansi (JRMA) Indonesian Journal of Agricultural Science PAWIYATAN MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Proceeding SENDI_U J-PAI: Jurnal Pendidikan Agama Islam AL ISHLAH Jurnal Pendidikan Journal of Indonesian Legal Studies Journal of Research and Technology Bina Hukum Lingkungan Tibuana : Journal of Applied Industrial Engineering JPP IPTEK (Jurnal Pengabdian dan Penerapan IPTEK) Prosiding Seminar Nasional Sains dan Teknologi Terapan JURNAL PENDIDIKAN TAMBUSAI PROGRESIF: Jurnal Hukum Pagaruyuang Law Journal Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Pena Justisia: Media Komunikasi dan Kajian Hukum Health and Medical Journal SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Eduscience (JES) Al-Mishbah: Jurnal Ilmu Dakwah dan Komunikasi Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Jurnal Abdi Insani Journal of Applied Science, Engineering, Technology, and Education IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam TADBIR: Jurnal Manajemen Dakwah FDIK IAIN Padangsidimpuan Journal of Contemporary Governance and Public Policy ARSY : Jurnal Aplikasi Riset kepada Masyarakat International Journal of Engineering, Science and Information Technology Jurnal Senopati : Sustainability, Ergonomics, Optimization, and Application of Industrial Engineering Fitrah: Journal of Islamic Education EMTEKA: Jurnal Pendidikan Matematika International Journal of English and Applied Linguistics (IJEAL) JHCLS ELIPS: Jurnal Pendidikan Matematika Journal of Applied Sciences, Management and Engineering Technology (JASMET) Jurnal Teknologi dan Manajemen JEdu: Journal of English Education Muhammadiyah Medical Journal Journal of Language and Health Journal of Education Research Society: Jurnal Pengabdian Masyarakat Prosiding Seminar Nasional Teknologi Industri Berkelanjutan Online Learning in Educational Research Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Edukasia: Jurnal Pendidikan dan Pembelajaran Makara Journal of Technology Bina Hukum Lingkungan MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Journal of Learning Improvement and Lesson Study Jurnal Pendidikan Islam Ad-DA’WAH: Dakwah dan Komunikasi Islam Bisma : Business and Management Journal Jurnal Pengabdian Masyarakat dan aplikasi Teknologi Kanun: Jurnal Ilmu Hukum Journal of Law Justice Jurnal MedScientiae Maharot : Journal of Islamic Education JIMAD : Jurnal Ilmiah Multidisiplin Lex Scientia Law Review Jurnal Pengabdian Hukum Indonesia The International Journal of Studies in Social Sciences and Humanities (IJOSSH) Lex Librum : Jurnal Ilmu Hukum
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Journal : SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme

 1 
Neuroeducational Assessment Design of Islamic Religious Education in the Era of Society 5.0 Raniya, Pudyas Tataquna; Silmi, Thoriq Aji; Kusaeri, Kusaeri; Suparto, Suparto; Malyuna, Sita Isna
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 1 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i1.7286

Abstract

This study designs a neuroscience-based Islamic religious education assessment in the era of society 5.0 that combines neuroscience and learning evaluation to assess cognitive, affective, and psychomotor aspects. Using a Systematic Literature Review (SLR) approach with PRISMA methodology, this study synthesized findings from 23 articles published between 2014 and 2025. The PRISMA approach was used for data analysis, which is a systematic review that aims to screen, evaluate, and report the literature transparently. The steps of data analysis with PRISMA involved a process of identification, screening, feasibility assessment, and inclusion of relevant literature. The results of this study compiled a neuroscience-based neuroeducational assessment design in Islamic education learning based on Paul D. Maclean's theory (triune brain), which is expected to contribute to assessment innovation in Islamic education to answer the needs of the learning process that is relevant to the challenges and potential of society 5.0.
The Application of the CIPP Evaluation Model in Educational Programs in Indonesia Alanshori, M. Zainuddin; Maulidi, Ahmad; Muhlisin, Ahmad; Kusaeri, Kusaeri; Suparto, Suparto
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 2 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i2.7390

Abstract

This study aims to systematically review and analyze the trends in the use of the CIPP (Context, Input, Process, Product) evaluation model across various educational programs, as well as its strengths, weaknesses, and recommendations for implementation. The research employed a systematic literature review method, consisting of four stages: identification, selection, eligibility assessment, and inclusion. Article searches were conducted through Google Scholar, ScienceDirect, and SpringerLink using the keyword “CIPP model of education evaluation,” resulting in 833 articles. Most of these articles were published in international journals and conference proceedings from various countries. After applying the inclusion criteria, 26 articles were selected that specifically discussed the application of the CIPP model in education. The findings indicate that the CIPP model is widely used as a comprehensive and flexible evaluation framework, especially in Asia, between 2019 and 2025. It is effective in assessing program context, resource input, implementation processes, and outcomes. However, challenges include the complexity of mixed-method data analysis and the need for skilled evaluators. This review recommends modularizing evaluation instruments, providing standardized training for evaluators, integrating digital technology, adapting local indicators, and developing flexible policy support. These strategies aim to enhance the relevance, efficiency, and impact of the CIPP model in education evaluation practices.
Comparison of GRM and GPCM in the Development of Higher Education Practice Assessment Instruments Maimunah, Siti; Hidayati, Zuhriyah; Kusaeri, Kusaeri; Suparto, Suparto; Malyuna, Sita Isna
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 2 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i2.7281

Abstract

This study aims to outline various findings of previous research related to the comparison of the application of the Graded Response Model (GRM) and the Generalized Partial Credit Model (GPCM) in the development of higher education practice assessment instruments. This study uses the Systematic Literature Review. The data in this study are articles indexed in Q1, Q2, Q3, and Q4 from Scopus. Articles were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) technique. After going through the identification, screening, and eligibility process, 35 articles were included in the inclusion stage and analyzed using meta-synthesis techniques. The results of this study show that the findings of previous research show that the Graded Response Model (GRM) and the Generalized Partial Credit Model (GPCM) have differences in the development of practice assessment instruments in higher education. That GRM measures competencies based on students' values, attitudes, and spirituality, especially in assessments that use a graded scale such as Likert. In contrast, GPCM provides higher reliability in the context of step-based practice assessment or procedural stages. The results of this study can contribute positively to the development of practice assistance in higher education.
Integration of Social Life Cycle Assessment Principles in Holistic Evaluation of Islamic Education Hukamak, Moh Tahrikul; Mannan, Abd; Kusaeri, Kusaeri; Suparto, Suparto
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 2 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i2.7380

Abstract

This article aims to analyze the integration of the social life cycle assessment (S-LCA) principle in the holistic evaluation of Islamic education. This study employed a systematic literature review method consisting of four stages: identification, selection, eligibility assessment, and inclusion. A total of 2,084 scientific articles were identified through the Scopus database using keywords such as "S-LCA," "social impact assessment," and "Islamic education evaluation." Most of these articles were published in international journals and conference proceedings from various countries. After applying the inclusion criteria, 32 articles were selected that specifically discussed the application of the Social Life Cycle Assessment (S-LCA) approach in the evaluation of Islamic education. According to the results of a systematic review of thirty-two chosen articles, S-LCA is a method for assessing social factors and social impacts at every stage of a product or service's life cycle, from the extraction of raw materials to the production process, distribution, use, and management. This systematic review identified at least five core ethical principles as the theoretical and practical foundation for the use of S-LCA: social and humanitarian justice, full life cycle analysis, transparency and participatory involvement, social and cultural contextualization, and sustainability and social transformation. Three fundamental approaches can be used to implement the concept of adaptation: the classification of stakeholders in Islamic education, the reformulation of social indicators, and the research of adaptation units. With adjustments to the unit of analysis, indicators, and stakeholders, S-LCA can be a thorough alternative approach for assessing the value and merits of Islamic education.
Co-Authors A Admiral A'Yun, Qurotul Abas Sato Abiyyu, Muhammad Rofi’ Abuddin Nata, Abuddin Achmad Chusnun Ni'am Achmad Maulidi Ade Dharmawan Adi Nugroho Adinda, Fadhel Arjuna Afriani, Selvi Afriansyah, Faisal Lutfi Ahmad Muhlisin Akbar, Aryo Akhmad Sodiq Alanshori, M. Zainuddin Ali Djamhuri Alif, Ummina Nurus alim, Aip Nur Amahala, Ainur Rahmania Dj Anny Mulyani Anwar Made ARDIANSYAH ARDIANSYAH Ariyanti, Ulfa Dwi Atmaja, Yuvensius Gerry Avriza, Ariel Henry Ayu, Nur Azeryan, Vitho Bagaskara, Satria Bahri, Wawan Saepul Barriroh, Hurril Budiono, Wahyu Bujono, Purwo Chusnah, Nuning Isfa' Nisaul Daud, Muhammad Burhanuddin David Hardiago Dewi, Risty Christina Dwi Pratiwi Markus, Dwi Dwicahyani, Anindya Rachma Efendi Ibnususilo Efendi, Rizky Kurniawan Ellydar Chaidir, Ellydar Emalia, Elena Sandra Erdhianto, Yoniv Erdianto, Yoniv Erlinda Ningsih, Erlinda Esanov, Azamat Esirgapovich Evi Yuliawati Faishal Taufiqurrahman Farid Ardyansyah Fasihuddin, Achmad Fahmi Febriana, Dyah Ayu Fitria Salsabilla Irzayana Fitriani, Anisa Putri Fitriani, Rinfani Dwi Gatot Basuki HM Ginda Ginda Hadi Tuasikal Hairil Anwar Han, Muhamad hartanto hartanto Hartono, Rudi Hastawati Chrisna Suroso, Hastawati Chrisna Heni Susanti, Heni Henny Tannady Tan Heri Susanto Hermawan, Stepanus Maman Hidayati, Zuhriyah Hidayati, Zuhriyyah Hukamak, Moh Tahrikul Hyeonsoo, Kim Indra, Adam Malik Istia, Mieke Joseba Jamhari Jamhari Jhovanny, Anggie Kahfi, Al Karo-Karo, Imron Azhari Kartika, Ronald Winardi Kurniasih, Esy Kurniawan, Rhohis Kusaeri Kusaeri Laili, Hidayatul Nur Layanto, Nicolas Lisanul Uswah Sadieda Lubis, Ardiansyah Lukman Hakim Lukmandono Luluk Mawardah M. Rafi Mahmudi, Adi Alfi Malyuna, Sita Isna Mannan, Abd Marcel Antoni Markus Anda Misbahul Munir Mohammad Hamdani, Mohammad Monica Cherlady Anastasia Muarofah, Ulfiatul Mudhofar, M. Muhammad Zuhdi Muhartono, Aris Mukhlisoh, Nanik Anita Mukti, Ajeng Risky Mukti, Gatot Basuki Hari Muntolib, Muntolib Mustikasari, Yeni Ratu Mu’ti, Abdul Nabila, Sheila Nafisah, Khudrotun Ni Luh Putu Hariastuti Normurotovna, Zamira Esanova Novianti, Finna Nur Nur Alimah, Nur Nur Rahmawati Nurdi, Nurdi Nuri Aslami Oktiana, Puja Erwinda Pahmi Amri Palallo, Alief Asyur Paramesti, Rara Nidhana Prastian, Lutfi Dwy Putra, Dhony Manggala Putri, Marsheila Karisa Putri, Rokhmatul Khoiro Amin Rahmayanti, Ismi Rahmayanti, Jesica Dwi Ramadhani, Alifia Raniya, Pudyas Tataquna Ratnasari, Erna Rizkullah, Wafi Rezha Rony Prabowo Rudy Ciulianto, Rudy Saifatur Rusli, Saifatur Salsabila, Zuha Prisma Sambera, Ongky Santos, Jose Gama saputra, ananda adik alam Sari, Reanita Rachmanda Sasongko, Sukendro Broto Sentot Purboseno Shodiq, Ahmad Silmi, Thoriq Aji Siriwa, Sultan Yosua Siti Maimunah Suhartini Suhartini Sulistyo Sulistyo Sulthon, Ali Suparjo Susilo, Efendi Ibnu Sutanti, Yosephin Sri Syadiyah, Lailatus Syafrinaldi, Rani Fadhila Syaifur rahman Syarifah, Himatus Takdir, Ahmad Taqiyuddin Tamami, Badrut Ulul Azmi Valentia Josephine, Clara Vincendy, Constantinus Johananda Kardinal Wahyudianto, Dimas Nur Wardhani, Galuh Rachma Wijanarko, Irfan Pandu Willian, William Winata, Deadora Wira Atma Hajri, Wira Atma Wirawan, Andre Valiant Witriyanti, Siska Nur Woodward, John Yanuar, Kukuh Eska Yuliharti Yuliharti Yuni Arrifadah, Yuni Yusanto, Deni Okta Yusanto, Deni Okta Zaitun Zaitun Zakir, Muhammad Nur Ahsan Zakiyyah, Intan