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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Innovative and Creativity
Juliani Damnur
Universitas Islam Negeri Sultan Syarif Kasim Riau
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ALIRAN PEMIKIRAN ILMUWAN (POSITIVISTIK, POST-POSITIVISTIK, SUBJEKTIVISTIK, OBJEKTIVISTIK) Juliani Damnur; Sapuani Muhajir; Syafaruddin Syafaruddin
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.6453

Abstract

Penelitian ini menganalisis paradigma filsafat ilmu modern yang mendominasi metodologi kontemporer, namun menimbulkan tantangan epistemologis bagi tradisi keilmuan Islam. Tujuan penelitian adalah menganalisis secara komparatif aliran pemikiran positivistik, post-positivistik, subjektivistik, dan objektivistik serta implikasinya terhadap epistemologi Islam. Penelitian kualitatif dengan pendekatan kajian pustaka menggunakan analisis filosofis-komparatif. Populasi meliputi literatur filsafat ilmu 2021-2025, dengan sampel 25 sumber primer dari Google Scholar dipilih purposively. Instrumen berupa dokumen sekunder dianalisis melalui konten analisis kualitatif dengan triangulasi sumber. Hasil menunjukkan keempat aliran memiliki komitmen prosedur ilmiah sistematis, namun berbeda pada asumsi ontologis-epistemologis yang memengaruhi pilihan metode kuantitatif hingga kualitatif. Kesimpulan mengusulkan paradigma komplementer untuk epistemologi Islam holistik yang adaptif secara kontekstual.
PERBEDAAN MEASUREMENT, ASSESSMENT, EVALUATION, DAN RESEARCH: KAJIAN KONSEPTUAL DALAM KONTEKS PENDIDIKAN DAN MANAJEMEN PENDIDIKAN Zamsiswaya; Juliani Damnur
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 04 (2026): Volume 12 No. 04, Desember 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i04.19571

Abstract

Measurement, assessment, evaluation, and research are four interrelated concepts in education, but they have different focuses, objectives, processes, and outcomes. Misunderstanding the differences between these four concepts can lead to errors in determining information collection methods, interpreting results, and making decisions in educational management, particularly in educational program evaluation. This article aims to examine the concepts and characteristics of measurement, assessment, evaluation, and research, analyze the relationships and differences between these concepts, and explain their implications for educational management. This study uses a descriptive qualitative approach through library research by analyzing various academic literature, including scientific journal articles, educational reference books, and publications from relevant international institutions. The results of the study indicate that measurement functions to produce quantitative data through the measurement process, assessment functions to interpret and use information to support decision-making, evaluation functions to provide value judgments regarding an object based on certain criteria, while research functions to produce knowledge through systematic investigation. These four concepts have a functional relationship: measurement provides data, assessment provides understanding of information, evaluation produces decisions and recommendations, and research produces scientific knowledge. This study emphasizes the importance of understanding the differences between these four concepts so that they can be used appropriately in the management and evaluation of educational programs and support improvements in educational quality.
Co-Authors Sapuani Muhajir Syafaruddin Syafaruddin Zamsiswaya