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Achmad Rasyid Ridha
Institut Islam Mamba’ul Ulum Surakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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RELIABILITAS ALAT UKUR,  JENIS-JENIS,  CARA PENGUKURAN DAN FAKTOR-FAKTOR Achmad Rasyid Ridha; Sudarto; Fajarullah Al Ghifari
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 4 No. 1 (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/sksjdh48

Abstract

Reliability is a series of measurements or a set of measuring instruments that have consistency when measurements made with the measuring instrument are carried out repeatedly. Reliability is one of the criteria that must be met by a measuring instrument before being used to collect data. The concept of reliability refers to the consistency of the score results on the items contained in the questionnaire, so that the reliability test actually examines the accuracy of the measurement scales of the research instrument. A research instrument, for example a questionnaire, is declared reliable if the instrument can provide consistent score results in each measurement. Thus, the measuring instrument (statement items/questions) continues to provide consistent measurement results at different times.
TES DIAGNOSTIK (CIRI,SASARAN,SIFAT,LANGKAH-LANGKAH PENGEMBANGAN DAN PEMANFAATAN HASIL TES DIAGNOSTIK) Achmad Rasyid Ridha; Asmira Efendi; Anisa Nur Khotimah
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 4 No. 2 (2026): Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/d5zxmb56

Abstract

Diagnostic tests are essential assessment instruments used to identify students’ initial learning conditions, including misconceptions, learning difficulties, and readiness to engage with instructional materials. Unlike summative assessments that emphasize final outcomes, diagnostic tests focus on students’ cognitive processes, providing teachers with in-depth information to design appropriate instructional strategies. This article aims to comprehensively examine the concept of diagnostic testing, including its characteristics, target users, nature, development procedures, and the utilization of diagnostic test results to enhance learning effectiveness and support differentiated instruction. This study employs a library research method by reviewing various academic sources, including books and national and international journal articles related to diagnostic assessment and educational evaluation. The findings indicate that diagnostic tests are characterized by their implementation prior to instruction, their non-summative function, and their ability to identify conceptual errors and learning barriers. The development of diagnostic tests must follow systematic steps, such as defining objectives, constructing test blueprints, developing test items, conducting validity and reliability testing, and revising instruments based on trial results. Furthermore, the utilization of diagnostic test results enables teachers to plan remedial and enrichment programs as well as implement differentiated learning strategies tailored to students’ needs. Therefore, diagnostic tests serve as a fundamental tool in adaptive instructional planning and contribute significantly to the continuous improvement of educational quality.
BENTUK-BENTUK TES DAN KARAKTERISTIKNYA DALAM EVALUASI PENDIDIKAN Achmad Rasyid Ridha; Hanik Rahmawati Solikhah; Anny Izzatul Mujahidah
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 4 No. 2 (2026): Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/hfpwfj35

Abstract

Tests are one of the primary instruments in educational evaluation used to measure students’ learning achievement. The selection of appropriate test formats significantly affects the validity and reliability of assessment results. This article aims to comprehensively examine various types of tests and their characteristics within the context of educational evaluation. The research method employed is a literature study analyzing scholarly journal articles and academic books relevant to educational evaluation and assessment. The findings indicate that tests in education can be classified into written tests, oral tests, and performance tests, each of which has distinct characteristics, strengths, and limitations. A thorough understanding of test types and their characteristics is expected to assist educators in designing learning evaluations that are objective, fair, and meaningful.
TES DIAGNOSTIK SEBAGAI INSTRUMEN EVALUASI AWAL DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM Achmad Rasyid Ridha; Fatimah Az Zahrah; Fadhilah Wardatul Muslimah
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 4 No. 2 (2026): Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/1feex291

Abstract

A diagnostic test is a form of evaluation conducted before the start of learning to identify students' initial abilities, strengths, weaknesses, and misconceptions. In the context of Islamic Religious Education (PAI), this test plays a crucial role in determining students' readiness to learn, including cognitive, affective, and psychomotor aspects. With diagnostic test results, teachers can design more targeted learning, provide remedial classes, and tailor enrichment programs to meet students' needs. This paper discusses the definition of diagnostic tests, the purpose of their application in Islamic Religious Education (PAI) learning, the types of diagnostic tests, both cognitive and non-cognitive, and the steps involved in developing them. The discussion demonstrates that diagnostic tests are not only an evaluation tool but also an instrument for improving the learning process to make it more effective, adaptive, and oriented to student needs.
KISI-KISI SOAL DAN ANALISIS DALAM EVALUASI PENDIDIKAN Achmad Rasyid Ridha; Miftahurohman; Lalu Firman Hadiwijaya
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 4 No. 2 (2026): Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/7xcmk440

Abstract

Educational evaluation plays a strategic role in measuring the achievement of learning objectives and serves as a basis for decision-making to improve the learning process. The quality of evaluation is strongly influenced by the assessment instruments used, particularly through the development of test blueprints and the implementation of item analysis. This article aims to examine the role of test blueprints and item analysis in improving the quality of educational evaluation. The method employed is a literature review of relevant theoretical frameworks and recent national and international research findings. The discussion reveals that test blueprints function as systematic guidelines in planning assessment instruments to ensure alignment with competencies, content, and cognitive levels, thereby supporting content validity. Meanwhile, item analysis—both qualitative and quantitative—plays a crucial role in empirically evaluating item quality through indicators such as difficulty index, discrimination power, distractor effectiveness, and test reliability. The integration of well-designed test blueprints and systematic item analysis has been shown to enhance assessment objectivity, reduce teacher subjectivity, and provide a more accurate representation of students’ abilities. Therefore, the consistent application of these two components is a fundamental requirement for conducting valid, reliable, and quality-oriented educational evaluations.
PENGEMBANGAN INSTRUMEN EVALUASI PENDIDIKAN AGAMA ISLAM PADA RANAH KOGNITIF, AFEKTIF, DAN PSIKOMOTORIK PESERTA DIDIK Achmad Rasyid Ridha; Mustamik; Gholib Assalam
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 4 No. 2 (2026): Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/9x56ch53

Abstract

Evaluation of Islamic Religious Education (PAI) learning needs to encompass the cognitive, affective, and psychomotor domains so that student learning outcomes can be measured comprehensively. However, PAI evaluation has so far been dominated by cognitive assessment. This study aims to develop an Islamic Religious Education (PAI) evaluation instrument that encompasses all three domains. The study used a Research and Development (R&D) approach through the stages of needs analysis, instrument design, expert validation, and limited trials at Muhammadiyah 9 Junior High School, Ngemplak, Boyolali. The instruments developed included a written test for the cognitive domain, a questionnaire and observation sheet for the affective domain, and a performance assessment rubric for the psychomotor domain. Validation results indicated that the instrument has a high level of validity and reliability and is suitable for use in Islamic Religious Education (PAI) learning evaluation. This instrument is expected to help teachers conduct more comprehensive learning evaluations oriented toward developing student competencies and character.
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.
Co-Authors Abdullah Aufa Nadhif Ahmad Suparno Basri Anisa Nur Khotimah Anny Izzatul Mujahidah Asmira Efendi Fadhilah Wardatul Muslimah Fajarullah Al Ghifari Fatimah Az Zahrah Gholib Assalam Hanik Rahmawati Solikhah Iftitah Amin Suryani Ikke Fitriana Nugrahini Lalu Firman Hadiwijaya Miftahurohman Mustamik Sri Haryati Sudarto Yusi Tri Hastuti