cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M. Irfan Islamy
Contact Email
sasanggamedia@gmail.com
Phone
+62 853-9079-0907
Journal Mail Official
sasanggamedia@gmail.com
Editorial Address
Jl. Sultan Adam, Komplek Pondok Kelapa III, Banjarmasin
Location
Unknown,
Unknown
INDONESIA
SASANGGA: Journal of Education and Learning
Published by Yayasan Titik Fokus Karya
ISSN : -     EISSN : 30312701     DOI : 10.70345
Core Subject : Education,
Education
SASANGGA: Journal of Education and Learning is a scientific periodical published by Titik Fokus Karya which contains the results of research by experts in the field of Education and Learning
Arjuna Subject : Umum - Umum
Articles 33 Documents
 1   2   3   4 
KUALITAS BUTIR SOAL SEBAGAI FONDASI EVALUASI PEMBELAJARAN: SEBUAH KAJIAN TEORETIS TENTANG PENGECOH, KESUKARAN, DAN DAYA PEMBEDA Mhd Ali Wardana; Masyitoh Hasibuan; Nur Asyifa; Aisyah Amini; Yusro Layla
Sasangga: Jurnal Pendidikan dan Pembelajaran Vol 4 No 1 (2026): January-June
Publisher : Titik Fokus Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70345/sasangga.v4i1.55

Abstract

This research focuses on examining the quality of question items in learning evaluation tools based on three main criteria: the effectiveness of the trickster, the level of difficulty, and the ability to distinguish. A literature review approach was used for this study, by exploring a variety of relevant academic books and articles related to educational assessment. The analysis is conducted in a structured manner, combining theoretical perspectives and insights from previous studies to gain an in-depth understanding of the attributes of high-quality question items.The findings of the study show that the effectiveness of the question items is greatly influenced by how well the wrong answer choices are designed, the distribution of difficulty levels, and the ability to distinguish between students with different abilities. Effective question items usually have a balanced level of difficulty, strong discriminating abilities, and incorrect answer choices that fit the intended purpose. Conversely, question items that are too low or too high in difficulty, along with incorrect answer choices that fail to fulfill their function, will compromise the overall reliability and validity of the assessment tool. These results highlight the important role of question item analysis in the educational assessment process
PENDIDIKAN AGAMA ISLAM BERBASIS MULTIKULTURAL UNTUK MENANGGULANGI RADIKALISME DAN KONFLIK SOSIAL Afiyah Zahroh Nugeroho; Khajah Indri Saputri; Muhammad Abdullah Darraz
Sasangga: Jurnal Pendidikan dan Pembelajaran Vol 4 No 1 (2026): January-June
Publisher : Titik Fokus Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70345/sasangga.v4i1.56

Abstract

Islamic Religious Education (PAI) has an important role in shaping the character, morals, and social attitudes of students in the midst of diverse community life. However, the development of intolerance, radicalism, and social conflict is a challenge in the world of education. Therefore, the implementation of multicultural-based PAI is one of the relevant approaches to instill the values of tolerance, religious moderation, and mutual respect in community life. This article discusses the definition of multicultural education, multicultural-based PAI values, factors that cause radicalism and social conflict, the role of PAI teachers, multicultural learning strategies, implementation in schools, implementation challenges, and their impact on students. Through a multicultural approach, students are expected to be able to understand diversity as part of social life and have an open, tolerant, and able to coexist peacefully. Thus, multicultural-based PAI can be one of the strategic efforts in preventing the development of radical ideas and minimizing social conflicts in the educational environment and society
TEACHER MANAGEMENT IN INCLUSIVE EDUCATION: STRATEGIC HUMAN RESOURCE PRACTICES IN AN ISLAMIC EARLY CHILDHOOD SCHOOL Murniyanti Ismail
Sasangga: Jurnal Pendidikan dan Pembelajaran Vol 4 No 1 (2026): January-June
Publisher : Titik Fokus Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70345/sasangga.v4i1.57

Abstract

Teacher management remains one of the greatest challenges in implementing inclusive early childhood education, particularly in private institutions operating with limited institutional support. This study explores how a pioneering inclusive Raudatul Athfal in South Kalimantan, Indonesia, strategically manages teacher empowerment and professional development to sustain inclusive educational practice. Employing a qualitative single-case study, data were collected through semi-structured interviews with 28 participants, classroom observations, and document analysis. Guided by Strategic Human Resource Management and Professional Capital Theory, the findings reveal a sequential management process comprising values-based recruitment, leadership-driven professional learning, developmental supervision, and knowledge regeneration to sustain professional capacity despite teacher turnover. These strategic practices were subsequently enacted through three forms of professional practice: teachers exercised professional judgment in individualized pedagogy, extended inclusive practice through multidisciplinary collaboration, and transformed parental and community perceptions of disability through sustained engagement. The study extends Strategic Human Resource Management by demonstrating that, in resource-constrained inclusive schools, teacher management functions as a process of creating and sustaining professional capital. The findings provide practical insights for strengthening teacher management policies in inclusive early childhood education, particularly in low-resource educational settings.

Page 4 of 4 | Total Record : 33

 1   2   3   4 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol 4 No 1 (2026): January-June Vol 3 No 2 (2025): July-December Vol 3 No 1 (2025): January-June Vol 2 No 2 (2024): July-December Vol 2 No 1 (2024): January-June Vol 1 No 2 (2023): July-December Vol 1 No 1 (2023): January-June