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All Journal HIKMAH : JURNAL PENDIDIKAN AGAMA ISLAM SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Pengabdian Masyarakat (ABDIRA) Jurnal Nasional Holistic Science JUrnal Riset Ilmu Pendidikan PEMA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Mudabbir: Journal Research and Education Studies EDUCTUM: Journal Research
Arbeni, Wawan
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Journal : EDUCTUM: Journal Research

 1 
Evaluation scores processing and interpretation techniques Nurhasanah, Siti; Arbeni, Wawan; Meysella, Nofi; Elyza, Nova; Tarigan, Sri Rehna Ramadhani Br
EDUCTUM: Journal Research Vol. 5 No. 1 (2026): Eductum: Journal Research
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ejr.v5i1.1431

Abstract

The processing and interpretation of evaluation scores is a crucial step in learning assessment because it determines the validity of information regarding student learning outcomes. Technological developments have driven significant changes in evaluation data processing techniques, from manual approaches to the use of digital technology. This article aims to examine manual and digital evaluation score processing techniques and to analyze the process of interpreting evaluation results systematically and meaningfully. The method used is a literature study with a qualitative descriptive approach through a review of various textbooks, journal articles, and scientific documents relevant to educational evaluation and the use of assessment technology. The results of the study indicate that digital-based evaluation data processing has advantages in terms of efficiency, accuracy, and ease of analysis compared to manual techniques, although the manual approach is still relevant under certain conditions. Appropriate analysis and interpretation of evaluation results can help educators understand the level of learning achievement, identify remedial or enrichment needs, and support objective learning decision-making. Thus, mastery of evaluation score processing and interpretation techniques is an important competency for educators in improving the quality of assessment and the learning process.
Taxonomy of educational objectives Akbar, Muhammad Dirja; Arbeni, Wawan; Balqis, Ummaimah; Hetiara, Rani; Ramadhan, Taufiq Ikhsan
EDUCTUM: Journal Research Vol. 5 No. 1 (2026): Eductum: Journal Research
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ejr.v5i1.1433

Abstract

The taxonomy of educational objectives is a conceptual framework used to systematically classify learning objectives based on the cognitive, affective, and psychomotor domains. This taxonomy plays a crucial role in helping educators design learning objectives, learning strategies, and evaluate learning outcomes in a targeted and measurable manner. This article aims to examine the concept of the taxonomy of educational objectives, its historical development, and its relevance in contemporary educational practice. The research method used is a literature study by reviewing various sources in the form of books, journal articles, and relevant educational policy documents. The results of the study indicate that the taxonomy of educational objectives, particularly Bloom's Taxonomy and its revisions, remains the primary reference in learning planning because it provides clarity in the formulation of competency-based objectives and learning outcomes. Furthermore, the application of the taxonomy of educational objectives can improve the quality of the learning process by aligning objectives, materials, methods, and evaluations. Therefore, a comprehensive understanding of the taxonomy of educational objectives is essential for educators in improving the effectiveness and quality of education.
The Role of Standardized Tests and Non-Standardized Tests in Learning Assessment and Evaluation Sari, Desi Puspita; Arbeni, Wawan; Putri, Devi Yolanda; Wardayanti, Elsa; Syahroni, Dimas
EDUCTUM: Journal Research Vol. 5 No. 1 (2026): Eductum: Journal Research
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ejr.v5i1.1436

Abstract

Learning evaluation is an integral part of the educational process, serving to systematically and continuously assess student competency achievement. One of the main instruments in learning evaluation is testing, both standardized and non-standardized tests, each of which has different characteristics, functions, and objectives. This study aims to examine the role of standardized and non-standardized tests in the assessment and evaluation of learning and their relevance in educational practice. The research method used is a literature study by analyzing various literature sources such as books, scientific journals, and policy documents related to learning evaluation. The results of the study indicate that standardized tests have a high level of validity and reliability, making them suitable for measuring learning outcomes broadly and objectively, while non-standardized tests are more flexible and contextual because they are tailored to classroom learning needs. Both types of tests complement each other in providing a complete picture of student learning outcomes and processes. Therefore, educators need to understand and utilize standardized and non-standardized tests proportionally so that learning assessment and evaluation can be carried out effectively, fairly, and meaningfully.
Three domains in bloom's taxonomy Azzahra, Khairunnisa; Arbeni, Wawan; Miranda, Miranda; Putri, Adeliya Maysaroh; Putri, Mayra Amelia
EDUCTUM: Journal Research Vol. 5 No. 1 (2026): Eductum: Journal Research
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ejr.v5i1.1439

Abstract

Bloom's Taxonomy classifies educational objectives into three main domains: cognitive, affective, and psychomotor. The cognitive domain relates to students' intellectual abilities and thought processes, from mastery of basic knowledge to complex evaluation skills. This domain directs educators to emphasize not only memorization but also encourage in-depth understanding and the development of critical and creative thinking skills. The affective domain encompasses the feelings, attitudes, emotions, and values ??that develop within an individual. This domain plays a crucial role in creating learning that is not only cognitively effective but also contributes to the formation of students' character, attitudes, and morals. Meanwhile, the psychomotor domain focuses on physical and manipulative skills involving muscle coordination and motor skills. This domain encompasses various levels of ability, from perception, readiness, reaction, mechanisms, complex skills, adaptation, to creativity. These three domains complement each other in the learning process to develop students' competencies in a holistic and balanced manner. By understanding and integrating the three domains of Bloom's Taxonomy into learning planning and implementation, educators can create a more meaningful, comprehensive learning experience oriented toward developing students' full potential.
Integration of score systems, processing techniques, and value interpretation in learning evaluation Haifa, Nisa; Arbeni, Wawan; Agustin, Ananda; Wulandari, Dwi Cahya; Kaila, Fakhra
EDUCTUM: Journal Research Vol. 5 No. 1 (2026): Eductum: Journal Research
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ejr.v5i1.1440

Abstract

This study aims to analyze the integration of scoring systems, grade processing techniques, and interpretation of learning outcomes in elementary school learning evaluations. The methodology used is a literature study with a qualitative descriptive approach through a review of various scientific journals, educational evaluation books, and assessment instruments relevant to the latest curriculum. The results show that standardized scoring has a significant effect on increasing assessment objectivity. Furthermore, systematic grade processing techniques have been shown to improve the accuracy and consistency of learning evaluation results. Accurate grade interpretation helps teachers understand student learning development more comprehensively, allowing for more precise learning decisions that are oriented towards student needs. The conclusion of this study confirms that the integration of scoring, grade processing, and interpretation of learning outcomes needs to be implemented in a single, integrated assessment system to make learning evaluations more valid, reliable, and informative.
Techniques for creating quality questions Atikah, Nur Shadrina; Arbeni, Wawan; Saiban, Nabila; Harahap, Sindy Claudia; Damara, Viola Disti
EDUCTUM: Journal Research Vol. 5 No. 1 (2026): Eductum: Journal Research
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ejr.v5i1.1446

Abstract

This study aims to examine the technique of creating high-quality questions as an important component in learning evaluation. Well-structured and systematic questions play a role in objectively measuring student competency achievement and reflecting the true level of understanding. The research method used in this study is a literature study by reviewing various relevant sources, such as books, scientific journals, and educational policy documents. The study was conducted by analyzing the concepts, principles, and procedures for creating questions that are in accordance with learning objectives and student characteristics. The results of the study indicate that creating high-quality questions must consider several key aspects, including the suitability of indicators to learning objectives, language clarity, student cognitive levels, and the principles of validity, reliability, objectivity, and practicality. In addition, the selection of question types, such as written tests, performance tests, and non-test instruments, needs to be tailored to the competencies to be measured. By applying appropriate question-building techniques, the learning evaluation process can be more effective and accurate. High-quality questions not only help teachers assess student learning outcomes but also serve as a basis for making improvements and developing the learning process towards a better direction.
Co-Authors A Halim AA Sudharmawan, AA Adila, Nur Fadiah Agustin, Ananda Akbar, Muhammad Dirja Alberta Rika Pratiwi Aldri Frinaldi Anggraini, Nova Arika, Weni Atikah, Nur Shadrina Aulia, Muhammad Hanif Azzahra, Khairunnisa Bagaskara, Muhammad Katon Bahagia, Sindia Putri Bakti, Surya Balqis, Ummaimah Bilbina, Alzaiti Br. Karo-Karo, Yulia Intan Br. Sihotang, Demak Sariyani Damara, Viola Disti Dina Novianti Elyza, Nova Fachruddin Fachruddin Fahlevi, Fiqi Ginting, Ilham Ramadan Haifa, Nisa Harahap, Ade Irma Yunita Harahap, Sindy Claudia Hemawati, Hemawati Hetiara, Rani Indrianti, Nova Kaila, Fakhra Karokaro, Yulia Intan Br Lubis, Wulandari Maulana, Rama Meysella, Nofi Miranda, Miranda Mita Wulandari Molita, Pinkan Nabila, Bintang Najari, Muhammad Naomira, Dinda Nasution, Muhammad Raihan Nugroho, Arga Padilah, Siti Patra, Naziha Pratama, Ridho Bagus Pratiwi, Dela Putri, Adeliya Maysaroh Putri, Devi Yolanda Putri, Mayra Amelia Ramadhan, Taufiq Ikhsan Ramanda, Ramanda Rangkuti, Ahmad Zuhri Rizka, Zakiyah Sabilah Robin Sirait Saiban, Nabila Sari, Desi Puspita Sari, Reni Purnama Septiawan, Dio Sihotang, Demak Sariyani Br Siska Wulandari, Siska Siswan, Heri Siti Nurhasanah Syahrapi, Ridho Bayu Syahroni, Dimas Tanjung, Silvi Tarigan, Sri Rehna Ramadhani Br Wahyu, Mhd Wardayanti, Elsa Wijaya, Dandi Windiani, Astina Wulandari, Dwi Cahya Yani, Ade Najira Zaini Dahlan