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All Journal Tsaqofah: Jurnal Penelitian Guru Indonesia Multicultural Islamic Education Review Ihsanika : Jurnal Pendidikan Agama Islam Proceeding of International Conference of Islamic Education AL-ABSHOR : Jurnal Pendidikan Agama Islam Indonesian Journal of Islamic Educational Review International Journal of Post-Axial: Futuristic Teaching and Learning Jurnal Riset Sosial Humaniora dan Pendidikan JIPDAS (Jurnal Ilmiah Pendidikan Dasar)
Achmad Rasyid Ridha
Institut Islam Mamba’ul ‘Ulum Surakarta, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Faith, Diversity, and Education: Measuring Islamic Worldview as a Driver of Multicultural Moderation Ridha, Achmad Rasyid; Sukari, Sukari; Rokhimah, Siti; Ellwern, Kaspar; Keller, Jonas
Multicultural Islamic Education Review Vol. 4 No. 1 (2026): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v4i1.16442

Abstract

The increasing complexity of multicultural societies has intensified the need for educational frameworks capable of fostering religious moderation without weakening theological commitment. Within Islamic educational contexts, moderation is frequently discussed as a normative ideal; however, empirical and measurement-based approaches remain limited. The absence of validated instruments for assessing Islamic worldview and its relationship to multicultural moderation has constrained the development of evidence-based educational policies and institutional practices. This research aimed to examine the implementation of the Integrated Islamic School Moderation Framework through the measurement of Islamic worldview among educational personnel in Indonesia. A quantitative research design was employed using a cross-sectional survey approach involving 250 educational personnel from Integrated Islamic Schools affiliated with the Jaringan Sekolah Islam Terpadu (JSIT) Indonesia across 26 provinces. Data were collected using a situational judgment-based Islamic Worldview Scale and analyzed through Confirmatory Factor Analysis (CFA) using LISREL 8.8 to evaluate construct validity, reliability, and model fit. The findings revealed that Islamic moderation is empirically structured through two interconnected dimensions: commitment to ats-tsawābit (immutable religious principles) and accommodative engagement with al-mutaghayyirāt (dynamic sociocultural contexts). Both dimensions demonstrated acceptable goodness-of-fit indices and high construct reliability, indicating that strong theological commitment can coexist with multicultural openness and democratic engagement. The study further demonstrates that Islamic moderation can be operationalized as a measurable educational construct rather than merely a normative discourse. These findings contribute to the advancement of measurement-based Islamic education research and provide a conceptual and empirical foundation for developing moderation-oriented educational policies, teacher development programs, and multicultural learning environments within Islamic schools
Ketepatan Alat Ukur dalam Evaluasi Pendidikan: Kajian Validitas Instrumen Ariyanto Ariyanto; Achmad Rasyid Ridha
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10951

Abstract

Although educational evaluation is an important component in determining the success of the learning process, the accuracy of evaluation results greatly depends on the quality of the measuring instrument used in the assessment process. Invalid instruments can produce inaccurate data, so evaluation results do not objectively reflect students’ abilities. This study aims to examine the accuracy of measuring instruments in educational evaluation from the perspective of instrument validity. This study used a library research method with a descriptive qualitative approach. Data were obtained from various literature sources in the form of books, scientific articles, and journals relevant to educational evaluation and instrument validity. The results of the review show that validity is the main determinant of the accuracy of educational evaluation results. Instruments that do not meet theoretical or empirical validity have the potential to cause assessment bias and errors in educational decision-making. Conversely, strengthening instrument validity can improve the objectivity, accuracy, and credibility of evaluation results. The conclusion of this study affirms that instrument validity is the main foundation for achieving the accuracy of measuring instruments in educational evaluation. These findings contribute to strengthening studies on educational measurement and provide practical implications for educators and instrument developers in preparing valid, objective, and accountable evaluation tools.
Strategi MI PK Al Islam Pucangsawit dalam Memetakan Kemampuan Awal Peserta Didik melalui Asesmen Diagnostik pada PPDB Agus Triyono; Achmad Rasyid Ridha
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11158

Abstract

Mapping students’ initial abilities during the New Student Admissions (PPDB) process is necessary to support instructional planning that meets individual needs, but its implementation through diagnostic assessment at the Islamic elementary school level remains underexplored. This study aimed to describe the strategy employed by MI PK Al Islam Pucangsawit to map students’ initial abilities through diagnostic assessment during the PPDB process. The study employed a descriptive qualitative approach with a field research design. Data were collected through observations, interviews, and documentation involving the head of the madrasah, teachers, the PPDB committee, and students’ parents as research participants. The results showed that the diagnostic assessment was implemented systematically and covered academic abilities in reading, writing, and arithmetic; religious abilities in reading Iqro’ and recognizing Arabic letters; and students’ learning and social readiness. The assessment was conducted individually using a child-friendly approach, thereby providing a more accurate description of students’ initial conditions. The assessment results were subsequently used as a basis for class grouping, the development of assistance programs, and differentiated learning planning. This study concludes that diagnostic assessment during the PPDB process is an effective strategy for mapping students’ initial abilities and supporting improvements in the quality of instructional planning and implementation at the madrasah.
Pengembangan Evaluasi Pembelajaran Pendidikan Agama Islam Berbasis Kurikulum Merdeka di Madrasah Ibtidaiyah Khoirul Imam; Arfan Hamdani; Achmad Rasyid Ridha
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11393

Abstract

The evaluation of Islamic Religious Education (PAI) learning within the Kurikulum Merdeka emphasizes holistic, authentic, and student-centered assessment, but its implementation in Madrasah Ibtidaiyah still faces various challenges. This study aims to describe and analyze the development of PAI learning evaluation based on the Kurikulum Merdeka in Madrasah Ibtidaiyah. This study employed a qualitative approach using a literature review method. The data were analyzed descriptively to identify the forms of evaluation, assessment instruments, scope of competencies, and implementation constraints. The results showed that PAI learning evaluation comprised diagnostic, formative, and summative assessments integrated with authentic assessment. Evaluation instruments were developed in the form of written tests, observations, religious practice assessments, portfolios, and religious projects. The evaluation measured not only cognitive abilities but also affective and psychomotor domains that reflected the internalization of Islamic values. However, its implementation still faced limitations in teacher competence, difficulties in assessing attitudes, and time constraints. This study concludes that the development of evaluation based on the Kurikulum Merdeka has a positive impact on the quality of PAI learning and the formation of students’ religious character. The implications of this study emphasize the importance of improving teacher competence, utilizing technology, and strengthening collaboration with parents to support the implementation of comprehensive and sustainable PAI learning evaluation.
Co-Authors Abdullah Aufa Nadhif Ade Saepudin, Ade Adi Sulistyo Wibowo Agus Sutrisno Agus Triyono Ahmad Akbar Al Faizi Ahmad Fathir Qodri Alfian Eko Rochmawan Ardianto, Risko Aris Arfan Hamdani Aulia Arsinta Azhar Nurachman Baron Santoso Ellwern, Kaspar Fitri Ariyanto Gali Nurma Saudi Ghafur, Okta Abdul Haerullah, Haerullah Hafidz Abdul Rozaq Hamid Syarifuddin Heru Purwoyuliyanto Imaamah, Ummul Kasori, K Keller, Jonas Khoirul Imam Mahfud Heru Fatoni Moh Luthfi Mudijono Mudzakir Chabib MUHAMAD ABDUL AZIS Muhammad Alfan Bahij Muhammad Ilyas Nabila Nasron, Mohammad Alif Ngatmin Abbas Puri, Vesa Yunita Qonita Setyaningsih Rahadi, Rahmad Rahmahadikusuma, Raditya Rizka Setiawan rudiyanto Salma Navi’ati Kholisa Dewi Siti Rokhimah, Siti Slamet . Sriyanta Sukari Sukari, Sukari Taufiq Khoirin Widyaningsih, Erna Winarno, Andhika Sarfatra