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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Kontinu: Jurnal Penelitian Didaktik Matematika Jurnal Al-Tadzkiyyah Mimbar Sekolah Dasar Jurnal Penelitian dan Penilaian Pendidikan Edukasi Islami: Jurnal Pendidikan Islam Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Engine: Energi, Manufaktur, dan Material JagoMIPA: Jurnal Pendidikan Matematika dan IPA Jurnal Pendidikan dan Teknologi Pembelajaran Matematika Jurnal Pendidikan MIPA
Hari Setiadi, Hari
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Control & Systems Engineering Decision Sciences, Operations Research & Management Education Energy Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Other

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Analysis of Assessment Instrument For Tahfiz Al-Qur’an at East Jakarta Elementary School Ernawati, Ernawari; Wahjusaputri, Sintha; Giyanti, Giyanti; Setiadi, Hari
Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 03 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i03.4463

Abstract

The purpose of this study is to examine the tahfiz Al-Qur'an instrument developed by teachers at an elementary school in East Jakarta. The descriptive qualitative methodology was adopted in this research. This study's subject was teachers that teach tahfiz Al-Qur’an at elementary schools in East Jakarta, and the object was twelve instruments created by Tahfiz teachers in East Jakarta. The data gathering method is carried out by assessing the instruments developed by teachers. The instruments were analyzed by two experts and discussed in Forum Group Discussion (FGD) and engaged practitioners, there were tahfiz teachers in East Jakarta. Beside that the, the data collection is carried out through interviews dan document study. The interview guide is used to reinforce the data related to the tahfiz teacher's knowledge of the concept of assessment. The results showed that the assessment instrument made by tahfiz teachers at the elementary school level in East Jakarta still needs to be revised to meet the assessment principles. These instruments also need to be developed to produce systematic scoring criteria and guidelines. The conformity level on material aspect on average score 2,61; construct aspect on average score 1,42; usage language aspect on average score 2,10, and average total conformity on score 2,04.
Implementing Computational Thinking-Based Summative Assessment in STEM: Opportunities and Barriers in an Indonesian Islamic Senior High School Winarni, Sri; Driana, Elin; Ernawati, Ernawati; Setiadi, Hari
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2742-2765

Abstract

Rapid technological advancement and the increasing complexity of real-world problems require students to develop ways of thinking that enable them to analyze, structure, and solve problems systematically. Computational thinking (CT) has therefore emerged as a crucial competence, particularly within STEM education. Despite growing interest in CT integration through project-based learning, limited attention has been given to how CT is incorporated into end-of-schooling summative assessment at the senior high school level. This study examines teachers’ and students’ understanding of computational thinking, their perceptions of CT-based summative assessment through STEM projects, classroom implementation practices, and the challenges faced during implementation. Using a qualitative case study approach, data were collected through interviews, classroom observations, and document analysis at a private Islamic senior high school in Indonesia. The participants included seven teachers from different subject areas and eleven twelfth-grade students who were directly involved in a CT-based summative STEM project. Data were analyzed thematically through an iterative process of data condensation, display, and verification. The findings indicate that both teachers and students generally conceptualize CT as systematic, step-by-step problem-solving. While teachers demonstrate a broader conceptual understanding of CT, its core dimensions, such as decomposition, abstraction, and algorithmic thinking, are not yet explicitly operationalized in summative assessment criteria. Students can apply CT to practical project tasks, although their understanding remains basic. Both teachers and students perceive CT-based summative assessment positively, as it emphasizes thinking processes, hands-on learning, collaboration, and real-world problem contexts. However, implementation is constrained by limited assessment literacy, challenges in interdisciplinary alignment, time constraints, unequal student participation, and resource limitations. Overall, the study suggests that CT-based summative assessment through STEM projects has strong potential to support meaningful learning at the senior high school level. Nevertheless, clearer assessment frameworks, targeted teacher professional development, and stronger institutional support are required to bridge the gap between conceptual intentions and assessment practices. Keywords: computational thinking, project-based learning, summative assessment, STEM, 21st-century competencies.
Teachers’ and Students’ Understanding and Perception of the National Assessment in Indonesian Primary Schools: Implications for Learning and Classroom Assessment Driana, Elin; Ningsih, Annisa Maulidyah; Ernawati, Ernawati; Setiadi, Hari
Mimbar Sekolah Dasar Vol 12, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i2.86500

Abstract

National assessments are essential tools for evaluating educational quality worldwide. In Indonesia, the National Assessment (NA) was introduced to assess literacy, numeracy, character, and the learning environment without direct consequences for individual students. This study was conducted to explore teachers' and students' understanding and perceptions of NA, as well as its implications for classroom learning and assessment. A qualitative method with phenomenological approach was used, involving semi-structured interviews with 11 teachers and 21 fifth-grade students from six public schools in South Jakarta. The findings revealed that most teachers had a basic understanding of NA, with varied interpretations of its purpose and components. Teachers viewed NA as necessary for improving education quality but emphasized the need for better infrastructure and pedagogical support. Students, on the other hand, perceived NA as a low-stakes test with limited impact on their learning. Despite these differing views, the implementation of NA motivated improvements in literacy and numeracy, and increased the use of technology in teaching. However, challenges such as digital literacy gaps and limited device access were noted. The study contributes valuable insights into the perceptions of teachers and students, highlighting the need for infrastructure, training, and the effective use of assessment data to improve educational quality.
Co-Authors Azhar, Ervin Bin Awang, Isha DRIANA, Elin elida fitri, sani Ernawati Ernawati Ernawati Ernawati, Ernawari Giyanti, Giyanti Hamidah, Inda Iswanto, Ahmad Khoerul Umam, Khoerul Kurniawati Ardah, Fenni Linda Darmawanti Muhyani, Muhyani Ningsih, Annisa Maulidyah Nita Fauziyah Qomariah, Avdhikka Rayni Ramadhoni, Muslim Iqbal Ramadhoni, Muslim Iqbal Rena Juwita Sari Sintha Wahjusaputri, Sintha Sri Winarni Sukarjo, Heribertus Wijaya Kusuma Wulandar, Rizcha Ayu Yaumi Habibah, Rini