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All Journal Al Ishlah Jurnal Pendidikan Journal on Education Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Pengabdian kepada Masyarakat Nusantara Educational Journal of Islamic Management (EJIM) Journal of Innovative and Creativity Tihamah: Jurnal Studi Islam INSANI: Jurnal Ilmu Agama dan Pendidikan Ulil Albab Jurnal Pendidikan dan Kebudayaan Al-Tarbawi Al-Haditsah
Mukh Nursikin
UIN Salatiga
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Evaluation of Islamic Education: Test Forms and Characteristics Muhamad Julfa Kamal; Mukh Nursikin
INSANI: Jurnal Ilmu Agama dan Pendidikan Vol 4 No 1 (2026): Vol 4 No 1 (2026): INSANI: Jurnal Ilmu Agama dan Pendidikan
Publisher : Yayasan Pendidikan Islam (YPI) AN NUR INSANI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70424/insani.v4i1.124

Abstract

This study examines various methods and approaches to learning outcome assessment applied to measure the achievement of learning objectives. The learning outcome evaluation process plays a critical role in detecting the level of competency mastery achieved by students. Various assessment formats, such as written tests (both objective and descriptive), oral exams, attitude observations, student work collections (portfolios), project assignments, and presentations, are used comprehensively to assess students' knowledge, skills, and attitudes. Methodologically, evaluation techniques can be classified into two main approaches: quantitative and qualitative, each with its own advantages and limitations. The development of innovative assessment systems, including the use of technology through online exams and digital portfolios, has significantly increased the efficiency and accuracy of the evaluation process. This study aims to map the variety of evaluation forms and techniques while emphasizing the urgency of selecting contextual methods that consider learning objectives and the unique characteristics of each student. 
Optimalisasi Fungsi Otak Dalam Meningkatkan Efektivitas Pembelajaran Sultoni Mahendra; Mukh Nursikin
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 6 No. 2 (2026): Juli: Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v6i2.12438

Abstract

This study aims to analyze the optimization of brain function in enhancing learning effectiveness from the perspective of educational neuroscience. The issue has become increasingly important because learning practices in the digital transformation era remain largely dominated by conventional approaches that do not fully consider the brain's mechanisms for receiving, processing, storing, and retrieving information. This research employed a qualitative approach using a library research design with a conceptual and interpretative orientation. Data were collected through document analysis of scholarly journal articles, academic books, and research publications published between 2020 and 2025. Sources were selected purposively based on their relevance, credibility, and scientific novelty. Data were analyzed using thematic analysis integrated with the interactive model of Miles, Huberman, and Saldaña, while data trustworthiness was ensured through source triangulation and an audit trail. The findings indicate that optimizing brain function is influenced by the integration of attention, memory, executive function, emotional regulation, learning motivation, and supportive learning environments. The application of brain-based learning principles, neuroplasticity, and cognitive load management contributes to greater student engagement, stronger knowledge retention, enhanced critical thinking, and improved learning effectiveness. This study contributes theoretically to the advancement of educational neuroscience and provides practical implications for educators and curriculum developers in designing instruction aligned with the natural functioning of the brain. Future studies are recommended to examine the implementation of neuroscience-based learning models through empirical research across different educational settings.
Co-Authors Arya Angga Dinata Saputra Dedek Nursiti Khodijah Dedek Nursiti Khodijah Nursiti Khodijah Dinda Meilasari An Nisa Dirga Ayu Lestari Ika Ayu Rohmiyanti Junedi Junedi Karwadi Karwadi Laeli Zzakiyah Mansur Mansur Mohamad Maulidin Alif Utama Mohamad Maulidin Alif Utama Muhamad Bayu Safii Muhamad Julfa Kamal Muhammad Abdul Gofur Muhammad Nur Fadkhurrohmad Muhammad Roziqin Yusuf Mutiara Afifah Rizky Maulana Aziz Sa'adi Sa'adi Sa'adi Sangkot Sirait Sultoni Mahendra Zainal Arifin