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All Journal Jurnal Muadalah JURNAL EVALUASI PENDIDIKAN Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) JURNAL CITRA KEPERAWATAN Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Jurnal al-Ulum : Jurnal Pemikiran dan penelitian ke-Islaman Khazanah: Jurnal Studi Islam dan Humaniora Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Madrosatuna: Journal of Islamic Elementary School Riayah: Jurnal Sosial dan Keagamaan Jurnal Pendidikan dan Kewirausahaan Al-Mudarris : Jurnal Ilmiah Pendidikan Islam jurnal syntax admiration Al-Ulum: Jurnal Pendidikan Islam Jurnal Manajemen Pendidikan Al Hadi INVENTION: Journal Research and Education Studies Al-Ulum: Jurnal Pendidikan Islam Tadbiruna: Jurnal Manajemen Pendidikan Islam Fikruna : Jurnal Ilmiah Kependidikan dan Kemasyarakatan Journal of Digital Learning and Distance Education SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) The International Journal of Education Management and Sociology Journal on Research and Review of Educational Innovation Jurnal Internasional Al Manba ISLAMIC PEDAGOGY: Journal of Islamic Education Mu'adalah: Jurnal Studi Gender dan Anak Jurnal Penelitian Pendidikan Islam Jurnal Ilmiah Nusantara AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Jurnal Riset Multidisiplin Edukasi AT-TAKLIM: Jurnal Pendidikan Multidisiplin JIS: Journal ISLAMIC STUDIES Classroom: Journal of Islamic Education Ulil Albab Journal of Elementary Education Research and Practice Sinergi : Jurnal Ilmiah Multidisiplin Interdisciplinary Explorations in Research Journal (IERJ) Management of Education: Jurnal Manajemen Pendidikan Islam Indonesian Journal of Islamic Communication Quality Jurnal Sosiologi Pendidikan dan Pendidikan IPS (SOSPENDIS)
Dina Hermina
UIN Antasari Banjarmasin
Religion Aerospace Engineering Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Social Sciences Other

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KEPEMIMPINAN DALAM PENGELOLAAN LEMBAGA PENDIDIKAN ISLAM Muhammad Alfiannur; Yahya Mof; Dina Hermina
TADBIRUNA: Jurnal Manajemen Pendidikan Islam Vol 4 No 2 (2025): TADBIRUNA
Publisher : Program Studi Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/jurnalmanajemenpendidikanislam.v4i2.1429

Abstract

Leadership in the management of Islamic educational institutions plays a very important role in creating an educational system that is effective, high quality and oriented towards Islamic values. This article aims to examine the concept of leadership in the context of Islamic educational institutions, including relevant leadership models, the challenges faced, and their impact on educational management. Using a qualitative approach and literature study, this research found that leadership based on Islamic principles such as trust, justice, and deliberation can strengthen the governance of educational institutions, improve the quality of learning, and create a conducive environment for the development of student character. However, challenges such as limited human resources, funds and social change are the main obstacles that require adaptive and visionary leadership. This research concludes that good leadership in the management of Islamic educational institutions can produce quality education that is relevant to the needs of the times
Desain Penelitian Teks (Naskah) Muhammad Naufal Baehaki; Dina Hermina; Salamah
AT-TAKLIM: Jurnal Pendidikan Multidisiplin Vol. 3 No. 6 (2026): At-Taklim: Jurnal Pendidikan Multidisiplin (Juni 2026)
Publisher : PT. Hasba Edukasi Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71282/at-taklim.v3i6.2190

Abstract

Text research design constitutes a systematic framework used to investigate written documents, manuscripts, literary works, historical records, and digital texts. This study aims to examine the conceptual foundations, methodological approaches, and practical implementation of text-based research in qualitative studies. The research employed a descriptive qualitative approach through a literature review method based on the framework proposed by Creswell. Data were collected from books, scientific journals, research reports, and relevant academic documents discussing text analysis, discourse analysis, corpus linguistics, and qualitative methodology. The findings indicate that text research design has evolved from traditional philological and hermeneutic approaches into more contemporary models such as content analysis, discourse analysis, corpus analysis, and narrative analysis. Furthermore, technological advancements have significantly expanded opportunities for text-based research through digital corpora and analytical software. A well-structured research design contributes to the validity, reliability, and scientific rigor of qualitative inquiry.
Objek Penelitian (Body Of Knowledge) Manajemen Pendidikan Islam Misda Ariyani; Dina Hermina; Salamah
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 2 No. 5 (2026): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66914/xma68458

Abstract

This study aims to analyse and explain the objects of study in Islamic education management, which include formal objects, material objects, and the research context as part of the body of knowledge. This study employs a qualitative approach in the form of library research, involving a review of various relevant sources of literature on the subject of Islamic education management. Data analysis employs content analysis through the stages of data condensation, data display, and conclusion drawing/verification. The findings indicate that the research objects in Islamic education management are not only related to the aspects under investigation (material objects) but also encompass analytical perspectives or approaches (formal objects) as well as the research context underpinning a study. The material object encompasses various fields of educational management such as leadership, curriculum, learners, personnel, facilities and infrastructure, finance, school-community relations, and educational administration. The formal object is management science (science of management) as the primary perspective, which is then enriched with Islamic values and principles in its application within Islamic educational institutions. Meanwhile, the research context explains the situational background and underlying issues of the study. These findings indicate that clarity regarding the research object is a crucial foundation for establishing a systematic body of knowledge, avoiding overlapping studies, and strengthening the academic identity of Islamic educational management as an independent and focused discipline. Keywords : Research Object, Body of Knowledge, Islamic Educational Management Abstrak Penelitian ini bertujuan untuk menganalisis dan menjelaskan objek penelitian dalam manajemen pendidikan Islam yang meliputi objek formal, objek material, dan konteks penelitian sebagai bagian dari body of knowledge. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi pustaka (library research) melalui penelaahan berbagai sumber literatur yang relevan dengan objek penelitian manajemen pendidikan Islam. Teknik analisis data menggunakan analisis isi (content analysis) dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil kajian menunjukkan bahwa objek penelitian dalam manajemen pendidikan Islam tidak hanya berkaitan dengan aspek yang diteliti (objek material), tetapi juga mencakup sudut pandang atau pendekatan analisis (objek formal) serta konteks penelitian yang melatarbelakangi suatu kajian. Objek material meliputi berbagai bidang pengelolaan pendidikan seperti kepemimpinan, kurikulum, peserta didik, personalia, sarana dan prasarana, keuangan, hubungan sekolah dengan masyarakat, serta tata laksana pendidikan. Objek formal manajemen pendidikan Islam adalah ilmu manajemen itu sendiri (management science), yang dalam penerapannya pada lembaga pendidikan Islam diperkaya dengan nilai dan prinsip Islam. Sedangkan konteks penelitian menjelaskan latar situasi dan permasalahan yang mendasari penelitian. Temuan ini menunjukkan bahwa kejelasan objek penelitian menjadi dasar penting dalam membangun struktur keilmuan yang sistematis, menghindari tumpang tindih kajian, serta memperkuat identitas akademik manajemen pendidikan Islam sebagai disiplin ilmu yang mandiri dan terarah. Kata Kunci : Objek Penelitian, Body of Knowledge, Manajemen Pendidikan Islam
Reconstructing Islamic Religious Education Test Instruments Through Authentic Digital Assessment Reza Setya Rachman; Dina Hermina; Sheila Rosalia
Classroom: Journal of Islamic Education Vol. 3 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/classroom.v3i1.54

Abstract

The advent of digital transformation and the emergence of generative artificial intelligence appear to have challenged conventional assessment practices within Islamic Religious Education, particularly concerning the treatment of written examinations as the primary evidential measure of students' religious comprehension. This article seeks to effect a reconstruction of assessment instruments in Islamic Religious Education through the integration of written, oral, and performance evaluations within an authentic assessment framework. This study utilizes a descriptive-analytical approach, grounded in a comprehensive examination of extant literature pertaining to educational evaluation, authentic assessment, Islamic Religious Education assessment, digital learning, and artificial intelligence in education. The findings suggest that while written tests may retain utility for assessing conceptual understanding, religious reasoning, and textual literacy, they appear insufficient for encompassing oral competence, worship practices, moral conduct, and the internalization of Islamic values. Oral tests are needed to verify the depth and authenticity of students' understanding, while performance tests are essential for assessing worship skills, religious behavior, and value-based action. This article proposes the development of an integrative assessment model, which is predicated upon the triangulation of written, oral, and performative evidence, substantially supported by digital technology. The model positions technology as a tool for documentation, feedback, and portfolio management, while teachers remain the central pedagogical interpreters of students' religious learning evidence.
ANALISIS TINGKAT KESUKARAN DALAM PENGEMBANGAN EVALUASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) Rukayah Rukayah; Dina Hermina
JURNAL ILMIAH NUSANTARA Vol. 3 No. 4 (2026): Jurnal Ilmiah Nusantara Juli 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v3i4.10538

Abstract

Learning evaluation is a crucial component for measuring the achievement of students' competencies. In the context of Islamic Education (PAI), evaluation instruments often face obstacles related to an imbalanced proportion of difficulty levels and item quality bias. This article aims to deeply examine the basic concepts, classification, implementation, and follow-up actions of item difficulty level analysis in PAI subjects. Utilizing a literature review approach (conceptual/literature review), this article analyzes psychometric theories relevant to the broad characteristics of PAI material, spanning from textual cognitive aspects to Higher Order Thinking Skills (HOTS). The results of the study indicate that difficulty level analysis serves a diagnostic function to assess exam fairness and the effectiveness of teacher pedagogy. The implementation of an ideal difficulty index (P) moves toward a balanced proportion of easy, medium, and difficult questions. These findings recommend the need for a Standard Operating Procedure (SOP) to follow up on evaluation results, such as multicultural-based editorial improvements and storing high-quality items in a question bank to realize a continuous quality improvement cycle for PAI evaluations.
Pendekatan Triad Asesmen dalam Penilaian Holistik Siswa pada Pembelajaran PAI Muhammad Qusairi; Dina Hermina
JIS: Journal Islamic Studies Vol. 4 No. 2 (2026): Mei-Agustus 2026
Publisher : Yayasan Pendidikan Tanggui Baimbaian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71456/jis.v4i2.1913

Abstract

Penilaian dalam pembelajaran Pendidikan Agama Islam (PAI) tidak cukup dilakukan hanya dengan tes tertulis. PAI bertujuan membentuk pengetahuan agama, penghayatan nilai, kebiasaan baik, dan keterampilan menjalankan ajaran Islam. Karena itu, guru memerlukan cara menilai yang sederhana tetapi tetap utuh. Artikel ini membahas pendekatan Triad Asesmen sebagai kerangka penilaian yang menggabungkan tiga bentuk utama, yaitu asesmen tertulis, asesmen lisan, dan asesmen perbuatan atau unjuk kerja. Kajian ini menggunakan metode studi pustaka dengan menelaah dokumen kebijakan, buku evaluasi pendidikan berbahasa Indonesia, dan artikel ilmiah nasional tentang asesmen PAI. Hasil kajian menunjukkan bahwa asesmen tertulis berguna untuk melihat penguasaan konsep, ketepatan pemahaman, dan kemampuan menalar. Asesmen lisan membantu guru melihat kemampuan siswa menjelaskan, membaca, berdialog, dan merefleksikan nilai. Asesmen perbuatan paling tepat untuk menilai praktik ibadah, perilaku nyata, proyek, portofolio, dan pembiasaan. Ketiga bentuk asesmen tersebut saling melengkapi. Jika digunakan secara seimbang, guru tidak hanya memperoleh angka, tetapi juga gambaran perkembangan siswa secara lebih adil. Kendala utama penerapannya ialah keterbatasan waktu, jumlah siswa yang besar, beban administrasi, dan kemampuan guru menyusun rubrik. Artikel ini menyimpulkan bahwa Triad Asesmen dapat menjadi kerangka praktis untuk penilaian holistik PAI selama indikator, rubrik, umpan balik, dan dokumentasi bukti belajar disiapkan dengan baik.
Desain Penelitian Tindakan Kelas Dhiya Aulia; Dina Hermina; Salamah
JIS: Journal Islamic Studies Vol. 4 No. 2 (2026): Mei-Agustus 2026
Publisher : Yayasan Pendidikan Tanggui Baimbaian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71456/jis.v4i2.1927

Abstract

Penelitian ini bertujuan untuk menganalisis konsep dan implementasi Penelitian Tindakan Kelas (PTK) sebagai strategi dalam meningkatkan kualitas pembelajaran dan profesionalisme guru dalam praktik pendidikan. Penelitian ini dilatarbelakangi oleh pentingnya pendekatan pembelajaran yang reflektif dan sistematis untuk membantu guru menyelesaikan permasalahan nyata di kelas serta meningkatkan efektivitas proses belajar mengajar. Penelitian menggunakan pendekatan kualitatif dengan desain studi kepustakaan (library research). Data diperoleh dari artikel jurnal ilmiah, buku akademik, dan berbagai hasil penelitian yang relevan dengan Penelitian Tindakan Kelas, pengembangan profesional guru, dan pembelajaran reflektif. Data dianalisis menggunakan teknik analisis deskriptif kualitatif melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Penelitian Tindakan Kelas memiliki peran penting dalam meningkatkan hasil belajar siswa, motivasi belajar, partisipasi kelas, dan efektivitas pembelajaran. Selain itu, PTK juga berkontribusi terhadap peningkatan kompetensi pedagogik, kemampuan reflektif, dan profesionalisme guru melalui proses evaluasi dan perbaikan pembelajaran yang dilakukan secara berkelanjutan. Temuan penelitian juga menunjukkan bahwa siklus perencanaan, tindakan, observasi, dan refleksi memungkinkan guru menerapkan strategi pembelajaran yang lebih kontekstual dan adaptif sesuai kebutuhan peserta didik. PTK juga mendukung terciptanya budaya pembelajaran yang inovatif dan kolaboratif di lingkungan pendidikan. Simpulan penelitian menegaskan bahwa Penelitian Tindakan Kelas merupakan pendekatan yang efektif dan berkelanjutan dalam meningkatkan mutu pendidikan dan pengembangan profesional guru. Penelitian ini memberikan kontribusi teoritis terhadap pengembangan konsep pembelajaran reflektif dan action research, serta memberikan implikasi praktis bagi guru, sekolah, dan pengambil kebijakan pendidikan dalam menerapkan strategi perbaikan pembelajaran berbasis data dan refleksi ilmiah.
Paradigma dan Karakteristik Penelitian Positivistik/Kuantitatif dan Interpretatif/Kualitatif Alfisyah; Dina Hermina; Salamah
JIS: Journal Islamic Studies Vol. 4 No. 2 (2026): Mei-Agustus 2026
Publisher : Yayasan Pendidikan Tanggui Baimbaian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71456/jis.v4i2.1936

Abstract

Perdebatan antara paradigma positivistik dan interpretatif merupakan isu fundamental dalam metodologi penelitian ilmiah yang relevan bagi pengembangan ilmu di Indonesia. Artikel ini bertujuan mendeskripsikan dan membandingkan paradigma positivistik/kuantitatif dan interpretatif/kualitatif dari empat dimensi analisis secara integratif, yaitu ontologi, epistemologi, aksiologi, dan metodologi, serta mengkaji posisi mixed methods research sebagai pendekatan integratif. Penelitian ini menggunakan pendekatan studi literatur (library research) dengan metode analisis isi dan analisis komparatif-konseptual terhadap sumber-sumber kepustakaan primer dan sekunder yang relevan. Hasil kajian menunjukkan bahwa paradigma positivistik berpijak pada realisme objektif dengan pendekatan deduktif yang berorientasi pada pengujian hipotesis dan generalisasi, sementara paradigma interpretatif menganut relativisme dengan pendekatan induktif yang berorientasi pada pemahaman makna kontekstual. Kedua paradigma memiliki perbedaan mendasar pada level ontologis yang menentukan seluruh perbedaan epistemologis, aksiologis, dan metodologisnya, namun keduanya sama-sama berkomitmen terhadap rigour ilmiah. Dikotomi antara keduanya dapat dilampaui melalui mixed methods research yang berpijak pada landasan pragmatis. Kajian ini menyimpulkan bahwa tidak ada paradigma yang secara universal lebih unggul; pilihan paradigma harus didasarkan pada koherensi antara pertanyaan penelitian, ontologi, epistemologi, dan metodologi yang dianut peneliti.
Evaluasi Pendidikan Agama Islam dalam Proses Pembelajaran: Kajian terhadap Fungsi, Tujuan, Prinsip, Subjek, Objek, dan Manfaat Evaluasi Muhammad Fadhilah; Nursidah Arisca Putri; Mutia Rahmawati; Dina Hermina
JIS: Journal Islamic Studies Vol. 4 No. 2 (2026): Mei-Agustus 2026
Publisher : Yayasan Pendidikan Tanggui Baimbaian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71456/jis.v4i2.1958

Abstract

Evaluasi merupakan komponen integral dalam sistem Pendidikan Agama Islam (PAI) yang tidak hanya berfungsi mengukur capaian kognitif, tetapi juga menilai dimensi afektif dan psikomotorik peserta didik. Penelitian ini bertujuan mengkaji secara komprehensif konsep evaluasi pendidikan dalam konteks PAI, mencakup aspek fungsi, tujuan, prinsip, subjek, objek, dan manfaat evaluasi. Metode yang digunakan adalah penelitian kualitatif kepustakaan (library research) dengan pendekatan analisis isi (content analysis) terhadap sumber-sumber primer dan sekunder berupa buku, jurnal ilmiah, dan artikel penelitian relevan yang diterbitkan dalam kurun waktu lima tahun terakhir. Hasil kajian menunjukkan bahwa evaluasi PAI memiliki karakteristik khas yang membedakannya dari evaluasi mata pelajaran umum, yaitu orientasinya pada pembentukan karakter dan internalisasi nilai-nilai Islam. Evaluasi PAI berfungsi secara diagnostik, formatif, selektif, dan sumatif, dengan prinsip-prinsip keadilan (al-'adl), objektivitas, menyeluruh (syumul), dan berkesinambungan (istimrār). Subjek utama evaluasi adalah pendidik dan lembaga pendidikan, sedangkan objeknya mencakup tiga ranah Taksonomi Bloom. Kajian ini menegaskan bahwa evaluasi PAI yang efektif harus mengintegrasikan standar ilmiah modern dengan nilai-nilai normatif ajaran Islam demi terwujudnya tujuan pendidikan Islam, yakni membentuk insan yang beriman, bertakwa, dan berakhlak mulia.
Test Reliability as A Foundation for Accurate and Objective Assessment in Islamic Education Mariana; Dina Hermina
JIS: Journal Islamic Studies Vol. 4 No. 2 (2026): Mei-Agustus 2026
Publisher : Yayasan Pendidikan Tanggui Baimbaian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71456/jis.v4i2.1970

Abstract

This study examines the role of test reliability, particularly the test–retest method, in strengthening the quality of assessment within Islamic Education. The study is motivated by the growing need for accurate, consistent, and accountable assessment instruments to support meaningful learning evaluation. While previous studies have extensively discussed validity and authentic assessment, limited attention has been given to the contribution of test reliability as a foundation for objective assessment practices in Islamic Education. This research employed a qualitative approach using library research methods. Data were collected from books, scientific journal articles, and relevant academic publications published within the last ten years and analyzed through content analysis techniques. The findings reveal that test reliability plays a crucial role in ensuring the consistency, stability, and trustworthiness of assessment results. Furthermore, the test–retest method provides an effective framework for evaluating score stability over time and minimizing measurement errors. In the context of Islamic Education, reliable assessment instruments support fair evaluation, strengthen data-based decision-making, and align with Islamic values emphasizing accuracy, honesty, and accountability. The study concludes that test reliability serves as an essential component in developing high-quality assessment systems capable of supporting effective learning evaluation and improving educational outcomes in Islamic Education.
Co-Authors Afifah, Apriana Agustina Rahmi Ahmad Ahmad Ahmad Salabi Ahmad, Ahmad Aida, Aida Alfisyah Ali Akbar Arpani Arpani Assya'bani, Ridhatullah Assya’bani, Ridhatullah Dhiya Aulia Fadli Rahman, Fadli Hamli, Haji Imraan, Mohd Irlina, Andi Jamal Syarif Khairunnisa Khairunnisa M, Nurhidaya M. Miftah Arief Mahyuddin Barni, Mahyuddin Mariana Mariani Mariani Misda Ariyani Mubaraq, Muhammad Zaki Muhamad Sabirin Muhammad Abdillah Muhammad Alfi Hidayat Muhammad Alfiannur Muhammad Fadhilah Muhammad Naufal Baehaki Muhammad Qusairi Muhammad Rizqo Qolbiy Mukaddam, Muhammad Faqih Mulyadi, Rida Munawarah Mushofa Mushofa Mustafa, Desyana Mutia Rahmawati Nina Arifa Noor, Ahmad Sugian Norlaila Norlaila Norsiva, Norsiva Nugroho Widi Susanto Nugroho Widi Susanto Nurdi, Hary Nuril Huda Nuril Huda Nuril Huda Nuril Huda Nuril Huda Nuril Huda Nursidah Arisca Putri Nursidah Arisca Putri Nurul Huda Nurul Husna Padlianor, Padlianor Putri, Lyindira Qamaruzzaman, Muhammad Rabbi, Mim Fadhli Rahmah Rahmah Ramadani, Wahdatul Rasyidi Rasyidi Reza Setya Rachman Risqiatul Hasanah Rony, Zahara Tussoleha Rukayah Rukayah Sa'idah, Siti Sadriah, Sadriah Salamah Salamah Salamah Salsabila, Rofiqa Zulfa Sheila Rosalia Sholeh, Makherus Siswahyudianto Siti Lufniyah Siti Saidah Sugiharto, Muhammad Samuel Sumiati Sumiati Surya Eka Priyatna Syarniah, Syarniah Tahdianoor, Muhammad Tuah, Dilah bin Umar Umar Yahya Mof Yuliani Yuliani ZA, Ali Muammar Zahrah, Zahrah