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All Journal BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Tsaqofah: Jurnal Penelitian Guru Indonesia Madani: Multidisciplinary Scientific Journal Multicultural Islamic Education Review 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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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.
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
Co-Authors Abd. Qadir Gassing 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 Ellwern, Kaspar 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 Keller, Jonas 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 Qonita Setyaningsih Rahadi, Rahmad Rahmahadikusuma, Raditya Rahman R, Abd. Rizka Setiawan rudiyanto Salma Navi’ati Kholisa Dewi Siti Rokhimah, Siti Slamet . Solekhah Nur Afifah Sri Haryati Sriyanta Sukari Sukari, Sukari Taufiq Khoirin Warih Nurul Hidayati Widyaningsih, Erna Winarno, Andhika Sarfatra Yoga Wicaksono Yusi Tri Hastuti