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All Journal Kelola: Journal of Islamic Education Management Al asma : Journal of Islamic Education
Misba, Muhammad Faathir Husain
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Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengaruh Ekspektasi Akademik, Umpan Balik Konstruktif, dan Panduan Pembelajaran Terstruktur terhadap Kemampuan Numerasi ditinjau dari Data ANBK 2023 Misba, Muhammad Faathir Husain; Nurfadilla, Nurfadilla
Al Asma: Journal of Islamic Education Vol 7 No 2 (2025): NOVEMBER
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v7i2.59800

Abstract

Numeracy is a crucial competence that remains a challenge at the primary education level in Indonesia. National and international assessments revealed that many students struggle to understand and apply mathematical concepts in real-life contexts. This study aimed to analyze the influence of students' perceptions of teachers' roles on their numeracy skills, focusing on three aspects: academic expectations, constructive feedback, and structured instructional guidance. A quantitative approach was used with multiple linear regression analysis, utilizing secondary data from the 2023 National Computer-Based Assessment (ANBK), involving a sample of 164,260 elementary and Islamic elementary school students from various regions in Indonesia. The findings showed that all three variables significantly influenced students’ numeracy skills, with an R² value of 0.105. Among the predictors, structured instructional guidance had the greatest contribution to numeracy scores, followed by constructive feedback and academic expectations. These results indicate that structure, clarity, and support provided by teachers play a vital role in improving students’ numerical literacy. The study concluded that strengthening teachers’ capacity to deliver systematic guidance, communicate high expectations, and provide constructive feedback is essential to sustainably enhance primary students’ numeracy competence.
REKONSTRUKSI EVALUASI PROGRAM SEBAGAI PILAR EVIDENCE-BASED QUALITY ASSURANCE PADA LEMBAGA PENDIDIKAN ISLAM Nurfadilla; Muhammad Faathir Husain Misba
Kelola: Journal of Islamic Education Management Vol. 11 No. 1 (2026): Kelola: Journal of Islamic Education Management
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/kelola.v11i1.9386

Abstract

Evaluasi program merupakan komponen kunci dalam sistem penjaminan mutu pendidikan, namun pada banyak lembaga pendidikan Islam masih berorientasi administratif dan belum dimanfaatkan sebagai dasar pengambilan keputusan berbasis bukti. Artikel ini bertujuan merekonstruksi posisi evaluasi program sebagai pilar utama evidence-based quality assurance pada lembaga pendidikan Islam. Penelitian menggunakan pendekatan kualitatif dengan metode studi literatur terhadap artikel jurnal nasional dan internasional, buku ilmiah, serta dokumen kebijakan yang relevan. Analisis dilakukan melalui analisis isi dan tematik untuk mengidentifikasi pola praktik evaluasi, tingkat integrasinya dengan sistem penjaminan mutu, serta celah konseptual yang ada. Hasil kajian menunjukkan bahwa evaluasi program telah terinstitusionalisasi secara struktural, namun pemanfaatan data evaluasi masih terbatas, integrasi dengan siklus penjaminan mutu internal lemah, dan budaya pengambilan keputusan berbasis data belum berkembang optimal. Pembahasan menegaskan bahwa rekonstruksi evaluasi program diperlukan agar mampu menghasilkan quality evidence yang mendukung peningkatan mutu berkelanjutan dan selaras dengan nilai-nilai pendidikan Islam. Artikel ini menegaskan evaluasi program sebagai fondasi konseptual dan operasional dalam penguatan evidence-based quality assurance pada lembaga pendidikan Islam.
Co-Authors Nurfadilla, Nurfadilla