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All Journal Islamika : Jurnal Agama, Pendidikan dan Sosial Budaya Didaktik : Jurnal Ilmiah PGSD STKIP Subang IHSAN : Jurnal Pendidikan Islam Indonesian Journal of Islamic Educational Review IERA, Islamic Education and Research Academy
Zamsiswaya
Universitas islam Negeri Sultan Syarif Kasim Riau
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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JENIS JENIS PENELITIAN DENGAN PENDEKATAN KUALITATIF Dinda Jumiati; Amellia Putri Syahrani; Zamsiswaya
ISLAMIKA Vol. 19 No. 2 (2025): Juli-Desember 2025
Publisher : Universitas Islam Syekh-Yusuf

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/islamika.v19i2.7821

Abstract

This article aims to identify, describe, and analyze four types of qualitative research approaches along with their characteristics and implementation procedures, specifically in the context of Islamic Religious Education. The method used is a literature study by reviewing various relevant sources on qualitative research methodology. The results of the study show that there are four main approaches in qualitative research, namely ethnography, grounded theory, case studies, and phenomenology. Ethnography focuses on understanding group culture through long-term participant observation. Grounded theory aims to develop substantive theories rooted in empirical data through multi-level analysis. Case studies conduct in-depth investigations of a case in a real-life context with data triangulation. Phenomenology seeks to capture the essence of human experience of a particular phenomenon. Each approach has different characteristics, advantages, and procedures, so the selection of the appropriate approach depends heavily on the research questions, research objectives, and characteristics of the phenomenon being studied. This article also discusses the application of these four approaches in Islamic Religious Education research, including studies on pesantren culture, religious learning processes, Islamic education programs, and the experience of religiosity. A comprehensive understanding of these four approaches is important for researchers to produce valid, credible, and meaningful qualitative research in the field of Islamic Religious Education.
ANALISIS SWOT SEBAGAI MODEL EVALUASI PROGRAM PENDIDIKAN: KONSEP, LANGKAH PENERAPAN, DAN INTEGRASINYA DENGAN MODEL EVALUASI LAIN Zamsiswaya; Ratih Erissa Putri
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.v12i04.19569

Abstract

Program evaluation is a crucial management function for ensuring quality, accountability, and continuous improvement in educational institutions. SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis, originally developed in strategic business management, is now widely used in educational contexts. This article aims to examine the basic concepts and components of SWOT analysis, its application stages in educational program evaluation, its advantages and limitations, and opportunities for integration with other evaluation models, as well as its relevance to higher education accreditation. This study uses a literature review method with a descriptive qualitative approach through a review of evaluation textbooks, strategic management literature, and relevant journal articles. The results of the study indicate that SWOT analysis maps internal factors in the form of strengths and weaknesses and external factors in the form of opportunities and threats to the institution. The application of SWOT includes four main stages: data identification and collection, preparation of the IFAS-EFAS matrix, strategic quadrant positioning, and strategy formulation. This approach has the advantages of simplicity, comprehensiveness, applicability, and flexibility, but also has limitations in the form of potential subjectivity, a tendency towards staticity, and the need for contextual adjustments. Therefore, it is recommended that SWOT analysis be combined with other evaluation models such as CIPP to produce a more comprehensive program evaluation, especially at the context evaluation stage.
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 Ahmad Akbar Alfin Rahmatin Munir Amellia Putri Syahrani Annisa Qurratul Aini Annisa Arifah Elwahdiyah Bustami Romadhon Dinda Jumiati Fitri Nurpita Juliani Damnur Luthfi Anshori Rahman Mely Cahyani Mirawati Muhamad Hapizi Muhamad Ikbal Taufiq Muhammad Hafid Hafid Mustika Sariah Siagian Ratih Erissa Putri Riswan