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INDONESIA
Indonesian Journal of Islamic Education
Published by Universitas Majalengka
ISSN : -     EISSN : 30309379     DOI : https://doi.org/10.31949/ijie
Core Subject : Religion, Humanities, Education,
Religion Humanities Education
The scope of this journal is Islamic Education that encompasses:Philosophy of Education,Teaching and Learning, Quality of Education, Teacher Education, Educational Leadership, Educational Technology, Early Childhood Education, Methods of Education, Media of Education, Evaluation of Education, Management of Education
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 53 Documents
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Analisis Kesulitan Siswa dalam Memahami Materi pada Penggunaan Modul Pembelajaran Sejarah Kebudayaan Islam Nurlaila; Berliana Sasmita; Nurmayani
Indonesian Journal of Islamic Education Vol. 4 No. 2 (2026): Agustus 2026 In Press
Publisher : Department of PAI, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijie.v4i2.18495

Abstract

Learning modules are instructional materials designed to support students in learning independently. However, some students still experience difficulties in understanding the content presented in learning modules. This study aimed to determine students’ level of understanding of the Islamic Cultural History (SKI) learning module and to identify the factors causing learning difficulties. The study employed a descriptive method with a quantitative approach supported by qualitative data. The research subjects consisted of 18 students from class VIII-3 of MTs PAB 2 Sampali and one Islamic Cultural History teacher. Data were collected through observation, questionnaires, interviews, and documentation. The research instrument was tested for validity and reliability, resulting in 11 valid and reliable items. Data were analyzed using descriptive statistics in the form of mean scores and percentages. The findings revealed that students’ understanding of the learning module was categorized as good, with a percentage score of 65.4%. Students’ difficulties were influenced by internal factors, including low reading interest, lack of independent learning motivation, and differences in learning abilities. External factors included the use of Arabic terms that were difficult for some students to understand and a less conducive learning environment. Therefore, the learning module was considered effective in helping students understand the subject matter, although further efforts are needed to improve its effectiveness.
Karakteristik Psikometrik Instrumen Tes Kemampuan Akademik (TKA) Matematika Materi Pecahan untuk Siswa Sekolah Dasar Rosalia Annisa Putri; Tri Astari
Indonesian Journal of Islamic Education Vol. 4 No. 2 (2026): Agustus 2026 In Press
Publisher : Department of PAI, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijie.v4i2.19827

Abstract

The quality of mathematics assessment depends not only on content coverage but also on how well each item functions empirically. This study aimed to analyze the psychometric characteristics of a fraction-based Mathematics Academic Competency Test (Tes Kemampuan Akademik/TKA) instrument for primary school students through empirical validity, reliability, item difficulty, and discrimination power. A quantitative descriptive item-analysis design was employed using responses from 27 sixth-grade students at SD Negeri Kaliboto Lor 07, Lumajang. The trial instrument consisted of 15 dichotomously scored items in multiple-choice and complex multiple-choice formats. Empirical validity was analyzed using Pearson item-total correlations with a critical value of r = 0.381 at α = .05. Reliability was estimated using KR-20, while item difficulty and discrimination were analyzed within classical test theory. Ten of the 15 items met the empirical validity criterion, whereas five were eliminated. The KR-20 coefficient was 0.70. Among the retained items, seven were moderately difficult, two difficult, and one easy; four showed good discrimination and six showed fair discrimination. The findings indicate adequate preliminary psychometric quality, although broader validation with larger, multisite samples is still required before wider use.
Kualitas Pengukuran Tes Berpikir Komputasional dan Berpikir Kritis pada Pecahan Nabilah Fauziyah; Tri Astari
Indonesian Journal of Islamic Education Vol. 4 No. 2 (2026): Agustus 2026 In Press
Publisher : Department of PAI, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijie.v4i2.19825

Abstract

Measuring computational and critical thinking skills in elementary mathematics requires tests supported by both theoretical and empirical evidence. This study aimed to evaluate the theoretical feasibility, empirical validity, reliability, discrimination, and difficulty of two constructed-response tests on Grade V fractions. Each test consisted of six items developed from the respective construct indicators. Theoretical validation involved five expert and practitioner validators, while empirical testing involved 28 Grade V students at SDN Kepatihan 2 Jember. The analyses included validation percentages, item-total correlations, split-half reliability using the Spearman-Brown formula, discrimination indices, and item difficulty. The computational thinking test obtained validation scores of 80% for construct, 90% for content, 94% for language, and 77% for practitioner aspects. All items met the empirical validity criterion, with correlations ranging from 0.51 to 0.73, but its reliability coefficient was 0.78, below the 0.80 criterion. The critical thinking test obtained 80%, 90%, 98%, and 74%, respectively; five items met the empirical validity criterion, while Item 6 had a correlation of 0.24 and was classified as very difficult. Its reliability coefficient reached 0.89. The findings provide initial evidence of measurement quality, although further improvement is needed in specific aspects.

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