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All Journal BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Madani: Multidisciplinary Scientific Journal Ihsanika : Jurnal Pendidikan Agama Islam Proceeding of International Conference of Islamic Education Media Hukum Indonesia (MHI) 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) Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Achmad Rasyid Ridha
Institut Islam Mamba’ul ‘Ulum Surakarta, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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EVALUASI BUTIR SOAL SECARA KLASIK DALAM EVALUASI PENDIDIKAN Achmad Rasyid Ridha; Moh Luthfi; Mudijono
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/g6e91258

Abstract

Item analysis plays a crucial role in educational evaluation to ensure that assessment instruments are valid, reliable, and fair. This study discusses the application of Classical Test Theory (CTT) in analyzing the quality of test items, particularly in the evaluation of Islamic Education (PAI) learning. The analysis focuses on item difficulty index, discrimination index, distractor effectiveness, and test reliability. A quantitative approach was employed by analyzing students’ test response data using classical item analysis procedures that can be implemented through simple tools such as Microsoft Excel. The discussion indicates that classical item analysis effectively identifies high-quality items as well as items that require revision or elimination. Moreover, this approach is considered practical, economical, and easy to apply for teachers, especially within the context of the Independent Curriculum (Kurikulum Merdeka). Despite its limitations, including sample dependency, Classical Test Theory remains a relevant and effective method for improving the quality of assessment and learning outcomes in Islamic Education.
PENGERTIAN PENGUKURAN, EVALUASI DAN ASSESSMENT SERTA TUJUAN DAN FUNGSI EVALUASI DALAM PEMBELAJARAN PAI Achmad Rasyid Ridha; Ahmad Akbar Al Faizi; Agus Sutrisno
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/jg6zbh30

Abstract

Measurement, evaluation, and assessment are essential components of the Islamic Religious Education (PAI) learning process because they play a role in assessing the achievement of overall educational goals. This study aims to examine the meaning of measurement, evaluation, and assessment and to explain the purpose and function of evaluation in Islamic Religious Education (PAI) learning. The research method used is library research, analyzing various sources, including books, scientific journals, and documents related to PAI learning evaluation. The results of the study indicate that measurement is the process of assigning scores to students' abilities, assessment is the systematic collection of information about the learning process and outcomes, and evaluation is the activity of making decisions based on the results of measurement and assessment. Evaluation in PAI learning aims to determine students' level of understanding, attitudes, and practice of Islamic values. It also serves as a feedback tool to improve the learning process, enhance the quality of learning, and assist teachers in determining follow-up actions. Therefore, a comprehensive understanding of the concepts of measurement, assessment, and evaluation is essential for the effective implementation of PAI learning evaluation and its alignment with the goals of Islamic education.
ANALISIS BUTIR SOAL SECARA MODERN DALAM EVALUASI PENDIDIKAN Achmad Rasyid Ridha; Muhamad Abdul Azis; Mudzakir Chabib
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/eppvc783

Abstract

Item analysis plays a pivotal role in modern educational evaluation, ensuring test items are valid and  reliable  in  measuring  student  competencies.  This  paper  delves  into  the  methodologies, applications,  and  benefits  of  modern  item  analysis,  leveraging  advanced  technologies  like  Item Response Theory (IRT), computerized adaptive testing (CAT), and big data analytics. It discusses essential  aspects  such  as  difficulty  index,  discrimination  index,  and  distractor  effectiveness, supported by expert opinions and software applications. Additionally, it highlights the challenges in adopting modern  analysis  methods,  such  as  access  to  technology,  user  expertise,  and  data management  issues.  The  paper  concludes  that  integrating  modern  item  analysis  significantly improves the quality of educational assessments.
BENTUK–BENTUK TES DAN KARAKTERISTIKNYA Achmad Rasyid Ridha; Hafidz Abdul Rozaq; Heru Purwoyuliyanto
JIPDAS (Jurnal Ilmiah Pendidikan Dasar) Vol. 3 No. 2 (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/en2ebp14

Abstract

Education must foster the nation's philosophical and cultural values ​​holistically and comprehensively. Therefore, a more in-depth study of education is necessary. Educational institutions often experience problems with students. This is because teachers do not fully understand students' needs. Teachers often act carelessly during the learning process. Teachers often ignore evaluation results during learning. When this occurs, it can cause problems. In regional, national, and international forums, to perform well in international forums, teachers must understand the extent of students' abilities. Teachers need to understand the concepts and procedures for conducting learning evaluations so that student abilities can be detected and then followed up as needed. One way to conduct learning evaluations is through tests. There are many types of tests administered to determine student abilities. Teachers need to understand this so that when they administer tests, they can be targeted and tailored to needs. If this can be achieved, the learning process will undoubtedly develop and will influence the quality of students.
HASIL BELAJAR SEBAGAI OBJEK PENILAIAN: (Kognitif, Afektif, dan Psikomotorik) Achmad Rasyid Ridha; Nur Ali Rahmatullah; Aidatun Nisrina Nurul Firdaus; Yoga Wicaksono
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 3 No. 3 (2025): Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/p95n9146

Abstract

Assessment of learning outcomes is an important component in the educational process to measure learner performance in three main aspects, namely cognitive, affective and psychomotor. Cognitive aspects relate to intellectual skills such as knowledge, comprehension, analysis, synthesis and evaluation. Cognitive assessment is usually done through written tests, oral exams, or tasks that require problem solving. Affective aspects include students' attitudes, values, interests, and motivations, which are assessed through observation, questionnaires, or self-reflection. Meanwhile, the psychomotor aspect includes physical skills and coordination of movement, which are assessed through hands-on practice, demonstrations, or performance-based projects. Integrating the assessment of these three domains ensures a holistic evaluation of the learner's development. This approach also helps educators identify students' strengths and weaknesses so that they can design more effective learning. The main challenges in assessing learning outcomes include the difficulty n objectively measuring affective and psychomotor aspects and the need for valid and reliable instruments. Therefore, educators need to combine different assessment methods, both quantitative and qualitative, to get an accurate picture of student learning. Thus, the assessment of learning outcomes focuses not only on the end result but also on the learning process itself. This research aims to discuss learning outcomes as an object of assessment. The method used in this research is a qualitative approach with the type of library research.
PENGEMBANGAN EVALUASI PAI DENGAN TES DIAGNOSTIK Achmad Rasyid Ridha; Ahmad Suparno Basri; Abdullah Aufa Nadhif
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 3 No. 3 (2025): Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/8hqcvj81

Abstract

Islamic Religious Education (IRE) plays a strategic role in shaping students' character, morals, and personality amid the challenges of globalization and external cultural influences. Therefore, IRE should not only target cognitive aspects but also address affective and psychomotor dimensions. Evaluation in IRE learning should go beyond summative assessment and include diagnostic approaches to identify students' learning difficulties in depth. Diagnostic tests serve as essential tools to uncover misconceptions and obstacles students face in understanding religious material, thereby supporting adaptive and responsive learning. Unfortunately, current evaluation practices rarely utilize this approach effectively. In line with the Merdeka Curriculum, which emphasizes formative and diagnostic assessment, the development of diagnostic tests in IRE is urgently needed to realize differentiated learning that aligns with students' conditions and potential.
PENGERTIAN PENGUKURAN EVALUASI DAN ASSESMEN SERTA TUJUAN DAN FUNGSI EVALUASI PEMBELAJARAN Achmad Rasyid Ridha; Ikke Fitriana Nugrahini; Iftitah Amin Suryani
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 3 No. 3 (2025): Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/ej16mk67

Abstract

Improving the quality of the assessment system is one of the initiatives aimed at improving education standards. A strong learning framework will produce high-quality education, encourage educators to develop effective teaching strategies, and inspire students to engage in their learning more effectively. Measurement, assessment, assessment and evaluation each have a different scope and focus. The method in this research is a literature study used to analyze the literature relevant to the research topic. This research does so by analyzing literature related to the concepts of measurement, evaluation and assessment in Islamic Religious Education. The scope of assessment is shorter and usually only limited to one element, such as student achievement, student activeness and so on. In addition, assessments are conducted and used by individuals involved or part of the system concerned. Evaluation is broader and covers all components of the system, such as the education system, curriculum and learning. This can be done by internal and external evaluation. Basically, student learning outcomes consist of three domains: cognitive, affective and psychomotor. It is expected that teachers can develop these areas well in every lesson. Evaluation activities are carried out to determine the development of these three areas.
ANALISIS KRITERIA KETUNTASAN MINIMAL (KKM) DALAM EVALUASI PENDIDIKAN Achmad Rasyid Ridha; Yusi Tri Hastuti; Sri Haryati
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 3 No. 3 (2025): Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/tj0b0x98

Abstract

The establishment of Minimum Competency Criteria (KKM) is one of the essential elements in the educational evaluation system in Indonesia. KKM serves as a reference for determining the level of students’ competency achievement and helps teachers identify further learning needs. This study aims to analyze the implementation of KKM in learning practices, the factors influencing its determination, and its implications for the evaluation process and the improvement of education quality. The method used in this study is descriptive qualitative, with data collected through interviews, documentation, and literature review. The analysis results indicate that KKM is often determined without optimal consideration of the complexity of the material, school support capacity, and the characteristics of the students. Furthermore, improper implementation of KKM may lead to discrepancies between evaluation results and students’ actual abilities. Therefore, a comprehensive understanding and collaboration among stakeholders are necessary in the establishment and implementation of KKM so that the learning evaluation can be conducted objectively and effectively to support the holistic achievement of student competencies.
KISI-KISI SOAL DALAM EVALUASI PENDIDIKAN Warih Nurul Hidayati; Solekhah Nur Afifah; Achmad Rasyid Ridha
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 3 No. 3 (2025): Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/syctxa23

Abstract

The question grid is a very crucial supporting instrument in the educational evaluation process. The grid functions as a systematic guideline to ensure that the questions compiled reflect the competencies to be achieved, the material that has been taught, and the appropriate cognitive level. With the grid, the compilation of questions becomes more focused, objective, and consistent with learning objectives. Evaluation research and practice show that the use of good grids can increase the validity and reliability of learning outcome measurement tools. Therefore, an understanding of the principles, components, and techniques for compiling grids is very important for educators and evaluation developers.
Co-Authors Abdullah Aufa Nadhif Ade Saepudin, Ade Adi Sulistyo Wibowo Agus Sutrisno Ahmad Akbar Al Faizi Ahmad Fathir Qodri Ahmad Suparno Basri Aidatun Nisrina Nurul Firdaus Alfian Eko Rochmawan Arbety Wulantika Ardianto, Risko Aris Aulia Arsinta Azhar Nurachman Baron Santoso Fitri Ariyanto Gali Nurma Saudi Ghafur, Okta Abdul Haerullah, Haerullah Hafidz Abdul Rozaq Hamid Syarifuddin Heru Purwoyuliyanto Iftitah Amin Suryani Ikke Fitriana Nugrahini Imaamah, Ummul Ismail Triyanto Kasori, K M, Misbahuddin Mahfud Heru Fatoni Moh Luthfi Mudijono Mudzakir Chabib MUHAMAD ABDUL AZIS Muhammad Alfan Bahij Muhammad Ilyas Muhammad Suhufi, Muhammad Muin Abdullah Nabila Nasron, Mohammad Alif Ngatmin Novenna Citrasari Muria Wijaya Nur Ali Rahmatullah Nur Fitria Anggraini Puri, Vesa Yunita Qadir Gassing, Qadir Qonita Setyaningsih Rahadi, Rahmad Rahmahadikusuma, Raditya Rahman R, Abd. Rizka Setiawan rudiyanto Salma Navi’ati Kholisa Dewi Slamet . Solekhah Nur Afifah Sri Haryati Sriyanta Taufiq Khoirin Warih Nurul Hidayati Widyaningsih, Erna Winarno, Andhika Sarfatra Yoga Wicaksono Yusi Tri Hastuti