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All Journal al-Afkar, Journal For Islamic Studies Journal of Instructional and Development Researches
Vina Nanda Sugesti
Universitas Islam Negeri Raden Intan Lampung
Education Social Sciences Other

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Research Methodology Design as a Foundation for the Development of Educational Science Wildayah Musyafa; Muhammad Abdullah Sidiq; Vina Nanda Sugesti; Siti Khotimah; Idham Kholid; Bambang Sri Anggoro; Mujib Mujib; Mardiyah Mardiyah
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.3386

Abstract

Research methodology is crucial for the advancement of educational science. For research to be conducted systematically and purposefully, an appropriate methodological design is necessary. The purpose of this article is to explore ideas about research methodology design and its role as a foundation for the advancement of educational science. This study employed a qualitative methodology, along with a library research approach. Data were obtained from various sources, such as research methodology books, scientific journals, and educational research articles. In the documentation, various references related to research methodology were reviewed to facilitate the data collection process. The results of the study indicate that research methodology design encompasses many concepts and theories related to the research problem. The study demonstrates that research methodology design encompasses the formulation of the research problem, the selected research method, data collection techniques, data analysis techniques, and systematic research procedures. An effective research methodology design will assist researchers.
Outcome-Based Education dan Learning Outcomes dalam Model-Model Evaluasi Pembelajaran Vina Nanda Sugesti; Siti Khotimah; Umi Hijriyah; Bambang Sri Anggoro; Nanang Supriyadi
Journal of Instructional and Development Researches Vol. 6 No. 5 (2026): October
Publisher : Yayasan Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/3kx5t071

Abstract

Penelitian ini bertujuan menjelaskan konsep Outcome-Based Education (OBE) dan learning outcomes, mengidentifikasi model-model evaluasi pembelajaran, serta menganalisis integrasi dan tantangan implementasi OBE dalam praktik evaluasi pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan metode studi kepustakaan terhadap buku dan artikel jurnal yang relevan, yang dianalisis secara deskriptif-analitis. Hasil kajian menunjukkan bahwa OBE menempatkan learning outcomes sebagai fondasi seluruh keputusan pendidikan melalui backward design dan keselarasan (alignment) antara outcomes, pengalaman belajar, dan asesmen. Learning outcomes harus dirumuskan secara spesifik, terukur, dapat dicapai, relevan, dan terikat waktu dengan kata kerja operasional, serta mencakup dimensi kognitif, afektif, dan psikomotor. Lima model evaluasi dikaji, yaitu evaluasi berbasis norma, berbasis kriteria, formatif dan sumatif, berbasis outcome, serta alternative assessment; evaluasi berbasis kriteria dinilai paling selaras dengan prinsip OBE. Implementasi OBE membawa implikasi positif berupa kejelasan tujuan, keselarasan pembelajaran dan penilaian, efektivitas, serta akuntabilitas, tetapi menghadapi tujuh tantangan, antara lain kesulitan merumuskan outcomes yang operasional, perubahan pola pikir pendidik, keterbatasan sumber daya, resistensi pemangku kepentingan, dan minimnya bukti empiris di Indonesia. Artikel ini merekomendasikan pelatihan pendidik, pengembangan rubrik dan instrumen asesmen yang valid, serta penelitian lanjutan.
Co-Authors Bambang Sri Anggoro Idham Kholid Mardiyah Muhammad Abdullah Sidiq Mujib Mujib Nanang Supriyadi Siti Khotimah Umi Hijriyah Wildayah Musyafa