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Asesmen Diagnostik Sebagai Penilaian Pembelajaran Dalam Kurikulum Merdeka di MIN 2 Boyolali Dwi Suprapti; Ahmad Rosyid Ridho
Katalis Pendidikan : Jurnal Ilmu Pendidikan dan Matematika Vol. 1 No. 2 (2024): Juni : Katalis Pendidikan : Jurnal Ilmu Pendidikan dan Matematika
Publisher : Lembag

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/katalis.v1i2.447

Diagnostic assessment is an assessment of learning assessment in the Merdeka Curriculum, which teachers conduct on students before the teacher designs learning. However, teachers' understanding of diagnostic assessment is still lacking, so it is challenging to compile diagnostic assessments. This study aims to describe diagnostic assessment as a learning assessment in the Merdeka Curriculum in elementary schools. The research method uses a literature study by collecting data from the results of exploring various literature in books and scientific articles from national and internationally reputable journals. The data analysis technique uses content analysis. The results obtained in this study indicate that there are two parts to the diagnostic assessment: the non-cognitive and cognitive diagnostic assessment. The non-cognitive diagnostic assessment aims to obtain information regarding family conditions, learning styles, characteristics, and students' learning interests. The cognitive diagnostic assessment aims to provide an overview of the initial abilities possessed by students in a subject topic. Teachers need to carry out diagnostic assessments of students to identify the abilities, strengths, and weaknesses so that teachers can design learning that is tailored to the abilities and characteristics of students.

RELIABILITAS ALAT UKUR: JENIS-JENIS, CARA PENGUKURAN, DAN FAKTOR-FAKTOR YANG MEMPENGARUHINYA DALAM PEMBELAJARAN Fityatul Muharromah; Farid Al Fani; Ahmad Rosyid Ridho
JIPDAS (Jurnal Ilmiah Pendidikan Dasar) Vol. 4 No. 1 (2025): JIPDAS : Jurnal Ilmiah Pendidikan Dasar
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/232k8198

This study aims to describe the concept of measurement instrument reliability in learning evaluation, including its types, measurement methods, and influencing factors. The research method employed a literature review, analyzing relevant primary and secondary literature from the past ten years. The study's results indicate that reliability is a key aspect determining the consistency and reliability of an instrument, which can be tested through various methods such as test-retest, parallel forms, internal consistency, and split-half tests. Factors influencing reliability include the number of items, clarity of instructions, participant conditions, time of administration, and the appropriateness of the test format. This study confirms that instrument reliability is crucial for ensuring assessment accuracy, supporting validity, and improving the quality of decision-making in learning.

Evaluasi Pembelajaran Project Based Learning (PjBL) pada Pembelajaran PAI di SMA Muhammadiyah Program Khusus Kottabarat Surakarta Nanang Anshori; Ahmad Rosyid Ridho
TSAQOFAH Vol 6 No 4 (2026): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10530

Project-based learning evaluation plays an important role in ensuring that Islamic Religious Education (PAI) learning not only assesses cognitive achievement but also develops students’ critical thinking, communication, collaboration, and responsibility skills. This study aims to describe the implementation of Project Based Learning (PjBL) evaluation in the PAI subject at SMA Muhammadiyah Program Khusus Kottabarat Surakarta. This study used a qualitative approach with a descriptive method. Data were obtained through observation, interviews, and documentation involving PAI teachers and students, and were then analyzed through data reduction, data presentation, and conclusion drawing. Data validity was ensured through source triangulation and technique triangulation. The results show that PjBL learning evaluation was implemented comprehensively through process evaluation, product evaluation, critical thinking assessment, authentic assessment, and reflection. Process evaluation was conducted by observing students’ engagement, collaboration, responsibility, and problem-solving abilities during project work. Product evaluation was used to assess the quality of the digital posters produced, whereas critical thinking assessment was conducted through a rubric covering aspects of analysis, evaluation, inference, and argumentation. The conclusion of this study affirms that diverse and authentic evaluation in project-based PAI learning can support the development of students’ critical thinking, communication, collaboration, and responsibility skills. The implications of this study indicate the importance of applying comprehensive, authentic, and reflective evaluation instruments so that PAI learning becomes more relevant to the competency needs of the 21st century.

Reliabilitas Alat Ukur: Jenis-Jenis, Cara Pengukuran, dan Faktor-Faktor yang Mempengaruhinya dalam Pembelajaran Isrofuzain; Tarno; Ahmad Rosyid Ridho
TSAQOFAH Vol 6 No 4 (2026): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11255

Reliability is an important characteristic that learning evaluation instruments must possess because it indicates the consistency of measurement results when an instrument is used repeatedly under relatively similar conditions. An instrument with high reliability produces stable and trustworthy data that can be used as a basis for making appropriate educational decisions. This study aimed to explain the concept of measurement instrument reliability, the types of reliability, measurement methods, and the factors that influence reliability in learning. The study employed a descriptive qualitative approach using a literature review method through the examination of various sources on educational evaluation and psychological measurement. The findings showed that reliability can be measured using several approaches, namely test–retest, parallel forms, split-half, Kuder–Richardson, Cronbach’s alpha coefficient, and inter-rater reliability. The reliability level of an instrument is influenced by instrument quality, the number of test items, students’ conditions, rater objectivity, and the test administration environment. This study confirms that systematic instrument development, the selection of an appropriate reliability estimation method, and the implementation of consistent measurement procedures are required to produce reliable evaluation data. These findings contribute to strengthening the understanding of the importance of reliability in the development of assessment instruments and support educators in obtaining accurate and accountable measurement results.

Skala Sikap: Konsep, Jenis, dan Implikasi dalam Pendidikan Ahmad Rosyid Ridho; Ikhsan Nuryahya
TSAQOFAH Vol 6 No 1 (2026): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i1.8384

Attitude measurement has been widely examined in social and educational studies; however, the challenges of transforming subjective viewpoints into objective numerical data and determining appropriate measurement tools still require in-depth methodological scrutiny. This study aims to examine various types of attitude scales and underscore the urgency of validity and reliability testing in the design of research instruments. The research employed a qualitative method based on library research, collecting data from secondary sources in the form of books and scholarly journals through systematic literature searches, which were subsequently analyzed using content analysis techniques. The findings identify four main categories of scales for measuring affective aspects, namely the Likert scale, Guttman scale, semantic differential, and Thurstone scale, each of which has distinct characteristics in producing nominal, ordinal, and interval-level data and in detecting the intensity of respondents’ attitudes. These findings enrich the research methodology literature by clarifying the function and position of each scale in the selection of instruments aligned with research purposes and design. It is concluded that the accuracy of attitude measurement is strongly influenced by the appropriateness of scale selection in relation to the characteristics of the construct and data, as well as the rigor of validity and reliability testing; therefore, researchers are recommended to select scales according to the desired level of precision and to consider the use of advanced analytical models such as the Rasch model for item calibration purposes.

Mengukur Ruh dan Raga: Peran Evaluasi Holistik PAI dalam Kurikulum Merdeka Siti Sangadah; Rachma Rusdiana Dewi; Ahmad Rosyid Ridho
TSAQOFAH Vol 6 No 1 (2026): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i1.8441

Evaluation in Islamic Religious Education (PAI) often remains focused solely on measuring the cognitive domain, even though the primary goal of PAI is the formation of character and the holistic internalization of religious values. This study aimed to analyze the strategic role of holistic evaluation and the comprehensive evaluation models relevant to improving the quality of PAI, particularly in the context of the Kurikulum Merdeka. The method employed was library research with content analysis of various recent literature on PAI evaluation and curriculum development. The findings show that PAI evaluation should ideally be multidimensional, integrating the cognitive, affective, and psychomotor domains in a unified manner. Synergy among the CIPP Model (for systemic evaluation), the Kirkpatrick Model (for measuring behavioral change), and Tyler’s Goal Attainment Model (for assessing the achievement of objectives) is required to ensure the effectiveness and relevance of PAI programs. This study concludes that evaluation functions not only as a tool for measuring learning outcomes but also as a strategic instrument for curriculum development, the strengthening of instructional practice, and the assurance of sustainable quality in Islamic education within the framework of Kurikulum Merdeka.

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