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A PROPORTIONAL ALLOCATION OF FORMATIVE AND SUMMATIVE ASSESSMENT: A Quest of Shaping an Effective Assessment Policy Sabilil Muttaqin
Hikmah: Journal of Islamic Studies Vol 16, No 1 (2020): Hikmah: Journal of Islamic Studies
Publisher : STAI ALHIKMAH Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47466/hikmah.v16i1.164

Abstract This paper outlines and discusses most of the literatures on formative and summative assessment. It considers some of the key features of both formative and summative assessment as a means of evaluating teaching and learning processes. This study suggests that both types of assessment should be proportionally designed and aligned with learning goals. More importantly, this study proposes three key aspects of assessment that should be considered in designing effective assessment policy: (a) assessment forms an integral part of planning, assessing, and reporting, (b) the use of assessment as a means to monitor the progress of student learning and achievement, (c) assessment as a tool to determine the effectiveness of teaching. The three aspects of assessment policy can help educational leaders to design a proportional formative and summative assessment for an effective assessment policy. Abstrak Artikel ini memaparkan dan mendiskusikan literatur-literatur tentang penilaian formatif dan sumatif. Artikel ini juga menyuguhkan gambaran penting penilaian formatif dan sumatif sebagai alat evaluasi pengajaran dan proses pembelajaran. Kajian ini menemukan bahwa kedua jenis penilaian tersebut harus didesain secara proporsional dan harus sejalan dengan tujuan pembelajaran. Lebih penting lagi, kajian ini menawarkan tiga aspek penting yang harus dipertimbangkan dalam merancang kebijakan penilaian yang efektif.: (a) penilaian harus membentuk sebuah bagian integral dari perencanaan, penilaian dan pelaporan, (b) penggunaan penilaian sebagai alat untuk memonitor progress pembelajaran siswa dan pecapaiannya, (c) penilaian sebagai alat untuk menentukan efektivitas mengajar. Tiga aspek kebijakan penilaian tersebut dapat membantu pemimpin pendidikan untuk merancang penilaian formatif dan sumatif yang proporsional untuk sebuah kebijakan penilaian yang efektif.

Implementing Dynamic Capability Framework on Indonesian Schools Sabilil Muttaqin
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol 6 No 1 (2021): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v6i1.1190

The article was an investigation into the nature of organisational sustainability in Indonesian schools. Through an extensive reading and analysis of literature on organisational studies, this research examined the possibility of integrating key aspects of learning from change situations into systemic approaches to the organisational design of schools in Indonesia. Within Indonesia’s educational context, continually changing environmental conditions were made even more problematic for schools because political and public policy instability regularly enters their organisational life and educational projects. The reasons were multifarious and nuanced as to how they impact schools working in particular contexts, including: (1). Regular and significant curriculum change policies in recent years; (2) Public policy change and expectations for addressing change at the school level within very short time frames; and (3) How an ever-changing policy environment was made more complex for those schools located in geographically isolated locales within large scale logistical considerations for the Indonesian schools that must adapt, adopt or fail. The result show that key dimensions of Dynamic Capability was pertinent as an approach to investigate and understand the adaptation process of Indonesian schools. The three core components of dynamic capability namely, sensing, seizing, and transforming were recommended as a way to portray schools’ actions toward the uncertain public policy in Indonesia. Keywords: Dynamic Capability, Organisational Sustainability, Adaptive School Design

Implementing Dynamic Capability Framework on Indonesian Schools Sabilil Muttaqin
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 6 No. 1 (2021): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v6i1.1190

The article was an investigation into the nature of organisational sustainability in Indonesian schools. Through an extensive reading and analysis of literature on organisational studies, this research examined the possibility of integrating key aspects of learning from change situations into systemic approaches to the organisational design of schools in Indonesia. Within Indonesia’s educational context, continually changing environmental conditions were made even more problematic for schools because political and public policy instability regularly enters their organisational life and educational projects. The reasons were multifarious and nuanced as to how they impact schools working in particular contexts, including: (1). Regular and significant curriculum change policies in recent years; (2) Public policy change and expectations for addressing change at the school level within very short time frames; and (3) How an ever-changing policy environment was made more complex for those schools located in geographically isolated locales within large scale logistical considerations for the Indonesian schools that must adapt, adopt or fail. The result show that key dimensions of Dynamic Capability was pertinent as an approach to investigate and understand the adaptation process of Indonesian schools. The three core components of dynamic capability namely, sensing, seizing, and transforming were recommended as a way to portray schools’ actions toward the uncertain public policy in Indonesia. Keywords: Dynamic Capability, Organisational Sustainability, Adaptive School Design

INSIGHT INTO FOUR MAJOR LEADERSHIP CONTINGENCY THEORIES: CONSIDERING THE MODELS FOR INDONESIAN ISLAMIC EDUCATIONAL CONTEXT Sabilil Muttaqin; Mu’arif SAM; Mustolihudin Mustolihudin; Abusiri Abusiri
Hikmah: Journal of Islamic Studies Vol 18, No 2 (2022): Hikmah: Journal of Islamic Studies
Publisher : STAI ALHIKMAH Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47466/hikmah.v18i2.209

Abstract This study sought to investigate different features of contingency leadership theories to find a suitable model that can adapt to the changing context. This research is a qualitative study employing qualitative meta-analysis to achieve the aim of the study, which is discovering a suitable leadership model for volatile environment as well as situating the model into Indonesian Islamic educational context. Data were gathered from journal articles and books. The result shows that among the contingency leadership theory in the literature, the leadership model proposed by Vroom-Yetton-Jago can be considered more applicable to Indonesian Islamic educational context. However, some adjustment toward the model is needed, such as considering the concept of leadership substitute or leadership neutralizer introduced by Steven Kerr and John Jermier.AbstrakPenelitian ini berusaha untuk menelaah fitur-fitur dari empat teori kepemimpinan kontingensi untuk menemukan gaya kepemimpinan yang cocok digunakan pada konteks organisasi yang berubah-ubah. Penelitian ini merupakan penelitian kualitatif dengan menggunakan teknik kualitatif meta-analisis untuk mencapai tujuan penelitian, yaitu menemukan model kepemimpinan yang cocok untuk lingkungan organisasi yang berubah-ubah serta mengkontekstualisasikan model tersebut pada konteks pendidikan Islam di Indonesia. Data yang digunakan dalam penelitian ini berasal dari berbagai literatur seperti artikel jurnal dan buku. Hasil penelitian ini menunjukkan bahwa di antara empat teori kepemimpinan kontingensi yang dianalisa, model kepemimpinan yang dikemukakan oleh Vroom-Yetton-Jago dapat dianggap lebih aplikatif dalam konteks pendidikan Islam di Indonesia. Namun, diperlukan beberapa penyesuaian terhadap model tersebut, seperti mempertimbangkan konsep leadership substitute (pengganti kepemimpinan) atau leadership neutralizer (penetral kepemimpinan) yang diperkenalkan oleh Steven Kerr dan John Jermier.

GAYA BELAJAR SISWA BERPRESTASI DALAM PEMBELAJARAN AQIDAH AKHLAK DI SMPIT BINA INSAN KAMIL DEPOK Taufik; Sabilil Muttaqin; Sita Husnul Khotimah; Sayyidul Mubarok; Sarah Safira
INSTRUKTUR Vol 2 No 2 (2023): INSTRUKTUR
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/instruktur.v2i2.559

This study aims to determine the learning styles of outstanding students at SMPIT Bina Insan Kamil Depok, with a sample of 5 (five) outstanding students. Data collection was carried out through observation, interviews, questionnaires and documentation. Data analysis was carried out descriptively according to the data collected from the instrument. The results showed that each outstanding student had a different learning style, students A and B had an auditory learning style, students C and D had a visual learning style, and student E had a kinesthetic learning style

UNLOCKING TEACHERS’ MOTIVATION: The Influence of Compensation and Work Environment in Boosting Teachers’ Teaching Skills Sabilil Muttaqin; Nofi Maria K; Diana Sarifah; Syafiuddin Syafiuddin
Hikmah: Journal of Islamic Studies Vol 19, No 1 (2023): Hikmah: Journal of Islamic Studies
Publisher : STAI ALHIKMAH Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47466/hikmah.v19i1.223

AbstractThis study aims to examine the influence of compensation and work environment on teachers’ motivation to improve their teaching skills. The study focuses on three variables: compensation, work environment, and teacher motivation to enhance teaching skills. This research adopts a mixed-methods approach. Data were collected through observations, interviews, and questionnaires. Quantitative data were obtained from 40 teachers at Sultan Hasanuddin Jakarta Foundation. The result of the quantitative analysis indicates that both compensation and work environment do not have a significant effect on teacher motivation to teach and innovate (with a significance value of 0.304). However, observational data and interview results demonstrate that teachers are motivated to innovate when provided with certain compensation and tailored with good and solid work environment. The findings suggest that compensation and work environment can be employed to foster teacher motivation and enhance teaching skills.AbstrakPenelitian ini bertujuan untuk melihat pengaruh kompensasi dan lingkungan kerja terhadap motivasi guru untuk meningkatkan keterampilan mengajar mereka. Penelitian ini berfokus pada tiga variabel: kompensasi, lingkungan kerja, dan motivasi guru untuk meningkatkan keterampilan mengajar. Penelitian ini menggunakan metode campuran. Data dikumpulkan melalui observasi, interview dan kuesioner. Data kuantitatif diperoleh dari 40 orang guru di Yayasan Sultan Hasanuddin Jakarta. Hasil analisis kuantitatif menunjukkan bahwa baik kompensasi maupun lingkungan kerja tidak memiliki pengaruh signifikan terhadap motivasi guru untuk mengajar dan berinovasi (dengan nilai signifikansi sebesar 0,304). Namun, data observasi dan hasil wawancara menunjukkan bahwa guru termotivasi untuk berinovasi ketika diberikan kompensasi tertentu dan didukung dengan lingkungan kerja yang kondusif. Temuan ini menunjukkan bahwa kompensasi dan lingkungan kerja dapat digunakan untuk memupuk motivasi guru dan meningkatkan keterampilan mengajar.

ILLUMINATING Al-ḤAQQ: Unveiling Truth and Reality in Ibn Barrajân's Sufi Paradigm and Systems Thinking Fahrudi, Ah. Haris; Riyadi, Abdul Kadir; Mursyid, Achmad Yafik; Muttaqin, Sabilil
Ulul Albab: Jurnal Studi Islam Vol 24, No 2 (2023): Islamic Philosophy & Mysticism
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ua.v24i2.23691

The concept of al-haqq represents a foundational yet underexplored dimension in the philosophical discourse of Sufism. Despite its centrality, systematic elaborations on al-h{aqq remain limited within classical Sufi scholarship. This article examines the significant contribution of Ibn Barrajân, a prominent Andalusian Sufi thinker, to the development of the concept through his unique tawhîd paradigm. Adopting a systems approach, the study analyzes Ibn Barrajān’s metaphysical interpretation of al-haqq, revealing a comprehensive framework that integrates ontology (unity of reality), epistemology (unity of knowledge), and axiology (unity of purpose). This triadic structure forms the basis of Ibn Barrajân’s multidimensional and goal-oriented view of existence, rooted in divine unity. Al-haqq, in his thought, emerges as the ultimate ontological reality and the objective of all intellectual and spiritual endeavors. Epistemologically, the knowledge of al-haqq is pursued through contemplation of the manifestations of God’s Names within cosmic signs, facilitated by the spiritual practices of tafakkur (reflection), tadhakkur (remembrance), tadabbur (deep thinking), and iʿtibâr (consideration). Axiologically, this knowledge is not merely theoretical but is to be actualized through the embodiment of wisdom (hikmah) as practiced in the sunnah. The study highlights the urgent need to revisit and engage with Ibn Barrajân’s integrative metaphysical insights, which offer a holistic model for understanding reality and its divine purpose. By articulating al- haqq as both the ground and goal of knowledge, Ibn Barrajān’s thought contributes significantly to Sufi philosophy and invites deeper exploration of divine-centered epistemology in Islamic intellectual tradition.

PERANCANGAN APLIKASI ECOSYMETRY SEBAGAI UPAYA MENDUKUNG PEMBELAJARAN MATEMATIKA BERBASIS ANDROID DAN START-UP MASA DEPAN Muttaqin, Sabilil; Putri, Inge Williandani Setya
Scientica: Jurnal Ilmiah Sains dan Teknologi Vol. 3 No. 1 (2024): Scientica: Jurnal Ilmiah Sains dan Teknologi
Publisher : Komunitas Menulis dan Meneliti (Kolibi)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Di era society 5.0 dunia pendidikan membutuhkan upaya peningkatan efisiensi penyediaan aplikasi yang mengandung unsur edukatif sebagai alternatif dan inovasi baru yang dapat diterapkan untuk mempermudah proses pembelajaran, khususnya pada mata pelajaran matematika. EcoSymmetry hadir sebagai solusi inovatif yang memuat nilai-nilai dan praktik matematis, seni, bisnis, dan environmental di dalamnya. Dengan EcoSymmetry diharapkan dapat meningkatkan kemampuan matematika bagi peserta didik, dan menghilangkan rasa jenuh dalam pembelajaran matematika. Penulis memilih peserta didik kelas 10 sebagai pengguna aplikasi ini. Dalam penelitian ini penulis menggunakan metodologi Multimedia Development Life Cycle (MDLC). Alat bantu yang digunakan dalam penyusunan EcoSymmetry adalah Nucleapp. Penerapan EcoSymmetry ini diharapkan dapat mengatasi masalah tersebut, sehingga saat peserta didik menggunakan EcoSymmetry mereka tidak bosan dan tidak takut lagi dalam mempelajari matematika, dengan harapan dapat memacu semangat belajar dan meningkatkan kualitas belajar bagi peserta didik. Dan harapan untuk EcoSymmetry yaitu dapat dikembangkan lebih beranimasi, fiturnya lebih lengkap, serta musik yang digunakan lebih atraktif.

PENGARUH GAYA KEPEMIMPINAN DISTRIBUTIF, BUDAYA SEKOLAH KOLABORATIF TERHADAP KINERJA GURU Mustolihudin, Mustolihudin; Prasetyowati, Riris Aishah; Muttaqin, Sabilil; SAM, Muarif
Hikmah: Journal of Islamic Studies Vol 20, No 2 (2024): Hikmah Journal of Islamic Studies
Publisher : STAI ALHIKMAH Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47466/hikmah.v20i2.299

AbstractThis study aims to conduct a systematic review the impact of distributive leadership styles and collaborative school cultures on teacher performance. The leadership style of school principals and school culture are important factors influencing teacher performance. This review uses the Systematic Literature Review (SLR) method to collect, evaluate, and synthesize relevant research from 2019 to 2024. Results from 964 articles found show that 20 articles meet the inclusion and exclusion criteria. Data analysis was conducted through literature searches in the Google Scholar database, assisted by the Publish or Perish (PoP) software. This study finds that the articles overall use various methods, including regression analysis, path analysis, correlation analysis, t-tests, and qualitative phenomenological analysis. Distributive leadership involving the delegation of responsibilities and teamwork, as well as a collaborative school culture with open communication and peer support, positively impacts teacher performance. In conclusion, adopting a distributive leadership style and building a collaborative school culture are effective ways to improve teacher performance and the quality of education in schools. AbstrakPenelitian ini bertujuan untuk melakukan tinjauan sistematis terhadap pengaruh gaya kepemimpinan distributif dan budaya sekolah kolaboratif terhadap kinerja guru. Gaya kepemimpinan kepala sekolah dan budaya sekolah merupakan faktor penting yang mempengaruhi kinerja guru. Tinjauan ini menggunakan metode Systematic Literature Review (SLR) untuk mengumpulkan, mengevaluasi, dan menggabungkan penelitian yang relevan dari tahun 2019 hingga 2024. Hasil dari 964 artikel yang ditemukan menunjukkan bahwa 20 artikel memenuhi kriteria inklusi dan eksklusi. Analisis data dilakukan dengan penelusuran literatur di basis data google scholar yang dibantu oleh software Publish or Perish (PoP). Penelitian ini menemukan bahwa, keseluruhan artikel menggunakan metode yang beragam; analisis regresi, analisis jalur path, analisis korelasi, uji t dan analisis kualitatif fenomenologi. Gaya kepemimpinan distributif yang melibatkan pembagian tanggung jawab dan kerja sama tim serta budaya sekolah yang kolaboratif dengan komunikasi terbuka dan dukungan antar rekan kerja berdampak positif pada kinerja guru. Kesimpulannya, mengadopsi gaya kepemimpinan distributif dan membangun budaya sekolah kolaboratif adalah cara yang efektif untuk meningkatkan kinerja guru dan kualitas pendidikan di sekolah.

Assessing Gaps between Perception and Implementation of Higher Order Thinking Skills (HOTS) in Islamic Higher Education Muttaqin, Sabilil; Krisnawati, Nofi Maria; Maftuhah, Maftuhah; Syam, Mu’arif; Mustolihudin, Mustolihudin
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 12 NO. 1 2025 (In Progress Issue)
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v12i1.47314

AbstractHigh-order thinking skills (HOTS) is one of the key competencies in 21st-century education that requires students to be able to think critically, creatively, and solve complex problems. This study aims to assess lecturers' understanding, perceptions, and practices in implementing HOTS-based learning and evaluation in private Islamic higher education institutions (PTKIS) in the KOPERTAIS region I (DKI Jakarta and Banten). This study employed qualitative method with a case study approach. This research utilized two data collection techniques, namely open-ended questionnaires based on Google Forms and document analysis obtained through Semester Learning Plans (RPS) and learning outcome evaluation instruments. The participants in this study were 13 lecturers from PTKIS in the Kopertais region I that were garnered through snowball sampling. The findings of this study uncovered three main areas: lecturers’ understanding of HOTS concepts, implementation of HOTS in teaching, and the relevance of evaluation instruments to HOTS. Based on these three categories, the findings suggest that some lecturers have a good understanding of HOTS concepts, but there are also some who are unable to effectively apply these concepts in teaching and developing HOTS-based evaluation instruments. This study also signifies the importance of aligning the understanding, implementation, and the development of HOTS-based instruments to create high-quality learning. AbstrakKeterampilan berpikir tingkat tinggi (Higher Order Thinking Skills/HOTS) merupakan salah satu kompetensi kunci dalam pendidikan abad ke-21 yang menuntut peserta didik untuk mampu berpikir kritis, kreatif, dan memecahkan masalah kompleks. Penelitian ini bertujuan untuk menilai pemahaman, persepsi, dan praktik dosen dalam mengimplementasikan pembelajaran dan evaluasi berbasis HOTS di Perguruan Tinggi Keagamaan Islam Swasta (PTKIS) wilayah KOPERTAIS I (DKI Jakarta dan Banten). Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data yang digunakan meliputi kuesioner terbuka berbasis Google Forms dan analisis dokumen yang diperoleh dari Rencana Pembelajaran Semester (RPS) serta instrumen evaluasi hasil belajar. Partisipan dalam penelitian ini adalah 13 dosen PTKIS di wilayah Kopertais I yang dipilih melalui teknik snowball sampling. Temuan penelitian ini mengungkapkan tiga fokus utama: pemahaman dosen terhadap konsep HOTS, implementasi HOTS dalam pengajaran, dan relevansi instrumen evaluasi terhadap HOTS. Berdasarkan ketiga kategori tersebut, hasil penelitian menunjukkan bahwa sebagian dosen memiliki pemahaman yang baik tentang konsep HOTS, namun masih ada yang belum mampu menerapkan konsep tersebut secara efektif dalam pengajaran maupun pengembangan instrumen evaluasi berbasis HOTS. Studi ini juga menegaskan pentingnya penyelarasan antara pemahaman, implementasi, dan pengembangan instrumen berbasis HOTS guna menciptakan pembelajaran yang berkualitas.

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