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Eduvista: Journal of Education and Innovation
Published by PT Bina Perfidia Akademia
ISSN : -     EISSN : 31640303     DOI : -
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Eduvista: Journal of Education and Innovation is a peer-reviewed scholarly journal that publishes high-quality research, conceptual papers, review articles, and case studies on education and educational innovation. The journal provides a platform for researchers, educators, policymakers, and practitioners to disseminate knowledge and innovative practices that advance educational theory, policy, and practice across diverse contexts. Scope The journal welcomes manuscripts in, but is not limited to, the following areas: Educational Innovation Educational Technology and Digital Learning Artificial Intelligence in Education Curriculum Development and Instructional Design Teaching, Learning, and Assessment Educational Psychology Teacher Education and Professional Development Educational Leadership, Management, and Policy Primary, Secondary, and Higher Education Inclusive and Special Education STEM and Language Education Learning Analytics and Educational Data Lifelong Learning Education for Sustainable Development Innovative Learning Media and Classroom Practices Eduvista accepts manuscripts in English and encourages interdisciplinary perspectives that foster innovation and address contemporary challenges in education.
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Articles 20 Documents
 1   2 
Beyond arithmetic skills: integrating interactive learning, gradual practice, and reward systems to foster children’s numeracy development Nadia Rahmadani; Difa’ul Fikri Jayyid; Abubakar Siddiq Uba
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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Mathematics learning continues to face challenges related to low student engagement, motivation, and conceptual understanding of basic arithmetic operations. This study aims to analyze the implementation of an integrated numeracy learning approach combining interactive learning, gradual practice activities, and a reward system to improve children’s numeracy skills and learning motivation. This study employed a descriptive qualitative approach supported by simple quantitative data obtained through participant observation, initial and final assessments, and documentation involving 18 children aged 5–12 years in Peganjaran Village. The findings revealed that the implemented learning approach contributed to improvements in learning engagement, self-confidence, numeracy skills, and learning persistence. These improvements were reflected in children’s increased willingness to participate, shifts in problem-solving strategies from procedural approaches toward conceptual understanding, and the development of learning motivation through an effort-oriented reward system. These findings indicate that integrating interactive learning, gradual practice, and a proportional reward system can establish a more active, enjoyable, and developmentally appropriate numeracy learning environment. Abstrak Pembelajaran matematika masih sering menghadapi tantangan berupa rendahnya keterlibatan, motivasi, dan pemahaman konseptual peserta didik terhadap operasi hitung dasar. Penelitian ini bertujuan untuk menganalisis implementasi pembelajaran numerasi berbasis pembelajaran interaktif, latihan bertahap, dan reward system dalam meningkatkan kemampuan numerasi serta motivasi belajar anak. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan dukungan data kuantitatif sederhana yang diperoleh melalui observasi partisipatif, asesmen awal dan akhir, serta dokumentasi terhadap 18 anak usia 5–12 tahun di Desa Peganjaran. Hasil penelitian menunjukkan bahwa pendekatan pembelajaran yang diterapkan mampu meningkatkan keterlibatan belajar, kepercayaan diri, kemampuan numerasi, dan ketekunan anak. Peningkatan tersebut terlihat dari keberanian anak dalam berpartisipasi, perubahan strategi penyelesaian masalah dari prosedural menuju pemahaman konseptual, serta berkembangnya motivasi belajar melalui reward system yang berorientasi pada usaha dan perkembangan individu. Temuan ini menunjukkan bahwa integrasi pembelajaran interaktif, latihan bertahap, dan reward system mampu menciptakan lingkungan belajar numerasi yang lebih aktif, menyenangkan, dan sesuai dengan kebutuhan perkembangan anak.
Conceptualizing spiritual resilience: A framework for student character formation in Islamic religious education Mendy Harmoko; Ani Ulfiana Latifah; Aisatun Nafisa; Jakaria Umro
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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Strengthening students' character through Islamic Religious Education has become increasingly important amid contemporary moral and spiritual challenges; however, studies integrating the concept of spiritual resilience with the perspective of Islamic education remain limited. This study aims to analyze the concept of spiritual resilience in Islamic Religious Education and its contribution to students' character formation. A qualitative approach employing a library research method was adopted through content analysis of relevant scholarly literature. The findings indicate that spiritual resilience is a multidimensional construct developed through the internalization of tazkiyat al-nafs, ṣabr, tawakkul, and shukr, which strengthens students' emotional stability, moral integrity, adaptive behavior, and personal responsibility. Furthermore, this study proposes a conceptual framework integrating resilience psychology with Islamic epistemology as a foundation for developing a more holistic approach to character education within Islamic Religious Education. Abstrak Penguatan karakter peserta didik melalui Pendidikan Agama Islam semakin penting di tengah berbagai tantangan moral dan spiritual pada era kontemporer, namun kajian yang mengintegrasikan konsep resiliensi spiritual dengan perspektif pendidikan Islam masih relatif terbatas. Penelitian ini bertujuan menganalisis konsep resiliensi spiritual dalam Pendidikan Agama Islam serta kontribusinya terhadap pembentukan karakter peserta didik. Penelitian menggunakan pendekatan kualitatif dengan metode library research melalui analisis isi terhadap berbagai literatur yang relevan. Hasil penelitian menunjukkan bahwa resiliensi spiritual merupakan konstruk multidimensional yang dibangun melalui internalisasi nilai tazkiyat al-nafs, ṣabr, tawakkul, dan shukr, sehingga mampu memperkuat stabilitas emosional, integritas moral, perilaku adaptif, serta tanggung jawab peserta didik. Selain itu, penelitian ini menghasilkan kerangka konseptual yang mengintegrasikan perspektif psikologi resiliensi dengan epistemologi Islam sebagai landasan pengembangan pendidikan karakter yang lebih holistik dalam Pendidikan Agama Islam.
Developing Journey in Integria: A web-based educational application for conceptual learning of integer operations Rino Sinus Pandanu
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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Integer operation learning media are still predominantly based on static representations that provide limited support for students’ conceptual understanding, while web-based instructional media integrating dynamic visualization and interactivity remain relatively limited. This study aims to develop Journey in Integria, a web-based educational application for learning integer operations using HTML, CSS, and JavaScript. The research employed the Luther-Sutopo multimedia development model consisting of concept, design, material collecting, assembly, testing, and distribution, while functional evaluation was conducted through Black Box Testing. The results demonstrate that the application successfully integrates dynamic number-line visualization, character animation, step-by-step solution logs, and interactive input features into a browser-based learning environment accessible across multiple devices without additional installation. All application functions operated according to the predefined specifications, and the application was successfully deployed through GitHub Pages for public access. This study contributes a web-based instructional medium that has the potential to support conceptual understanding of integer operations through integrated visualization and interactive learning experiences. Abstrak Media pembelajaran operasi bilangan bulat umumnya masih didominasi oleh representasi statis sehingga kurang mampu memfasilitasi pemahaman konseptual, sementara pengembangan media berbasis web yang mengintegrasikan visualisasi dinamis dan interaktivitas masih relatif terbatas. Penelitian ini bertujuan mengembangkan aplikasi Journey in Integria sebagai media pembelajaran operasi bilangan bulat berbasis HTML, CSS, dan JavaScript. Penelitian menggunakan metode pengembangan multimedia Luther-Sutopo yang meliputi tahap concept, design, material collecting, assembly, testing, dan distribution, sedangkan pengujian dilakukan menggunakan Black Box Testing. Hasil penelitian menunjukkan bahwa aplikasi berhasil mengintegrasikan visualisasi garis bilangan, animasi karakter, log penyelesaian bertahap, serta panel input interaktif dalam satu platform berbasis web yang dapat diakses melalui berbagai perangkat tanpa instalasi tambahan. Seluruh fitur berfungsi sesuai spesifikasi yang dirancang dan aplikasi dipublikasikan melalui GitHub Pages sehingga siap dimanfaatkan sebagai media pembelajaran. Penelitian ini berkontribusi dengan menghadirkan media pembelajaran berbasis web yang berpotensi mendukung pemahaman konseptual operasi bilangan bulat melalui visualisasi dan interaktivitas yang terintegrasi.
Mapping students' mathematical reasoning ability in solving systems of linear equations in two variables based on NCTM indicators Mei Yanti Purba; Friska Ledina Situngkir
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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Abstract Mathematical reasoning is an essential competency in mathematics education because it enables students to understand concepts, construct logical arguments, and solve problems effectively. This study aimed to analyze the mathematical reasoning ability of ninth-grade students in solving SLETV problems based on the five reasoning indicators proposed by the National Council of Teachers of Mathematics (NCTM). A descriptive quantitative approach was employed involving 30 ninth-grade students of SMP Negeri 1 Baktiraja. Data were collected using essay tests and analyzed through descriptive statistics based on percentage achievement. The findings revealed that mathematical manipulation achieved the highest percentage (50.00%), whereas providing mathematical justification (26.67%) and verifying solutions (20.00%) were the weakest indicators. These results indicate that students' reasoning remains predominantly procedural rather than argumentative and reflective. The novelty of this study lies in developing a comprehensive profile of students' mathematical reasoning based on NCTM indicators and proposing two conceptual models, namely the Conceptual Hierarchy of Mathematical Reasoning Ability and the Reasoning Pathway in Solving SLETV Problems, to explain the characteristics of students' mathematical reasoning. Abstrak Kemampuan penalaran matematis merupakan kompetensi esensial dalam pembelajaran matematika karena mendukung siswa dalam memahami konsep, menyusun argumentasi, dan menyelesaikan masalah secara logis. Penelitian ini bertujuan menganalisis kemampuan penalaran matematis siswa kelas IX pada materi SPLDV berdasarkan lima indikator National Council of Teachers of Mathematics (NCTM). Penelitian menggunakan pendekatan deskriptif kuantitatif dengan subjek 30 siswa kelas IX SMP Negeri 1 Baktiraja, sedangkan data dikumpulkan melalui tes uraian dan dianalisis menggunakan statistik deskriptif berbasis persentase. Hasil penelitian menunjukkan bahwa kemampuan melakukan manipulasi matematika memperoleh persentase tertinggi (50,00%), sedangkan kemampuan memberikan alasan atau bukti (26,67%) dan memeriksa kebenaran solusi (20,00%) menjadi indikator terendah. Temuan ini menunjukkan bahwa kemampuan siswa masih didominasi aspek prosedural dibandingkan argumentatif dan reflektif. Penelitian ini berkontribusi melalui penyusunan profil kemampuan penalaran matematis berdasarkan indikator NCTM serta pengembangan model konseptual Conceptual Hierarchy of Mathematical Reasoning Ability dan Reasoning Pathway in Solving SPLDV Problems sebagai sintesis hasil penelitian.
Transforming mathematical representations: A process-based analysis of junior high school students' problem solving Prasita Manginar Tesalonika Napitupulu; Friska Ledina Situngkir
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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Mathematical representation is an essential competency in mathematics learning because it enables students to transform information into visual, symbolic, and verbal forms throughout the problem-solving process. However, previous studies have primarily focused on assessing the achievement of representation indicators, providing limited insight into how representation transformation occurs and at which stage errors begin to emerge. This study aims to analyze junior high school students' mathematical representation transformation during problem solving on circle topics. A descriptive qualitative approach was employed involving three eighth-grade students purposively selected from high, medium, and low representation ability categories based on the results of a mathematical representation test. Data were collected through a four-item mathematical representation test and students' written work, then analyzed descriptively. The findings revealed that the greatest difficulty occurred in transforming visual representation into symbolic representation, which subsequently affected verbal representation and problem verification. This study proposes a mathematical representation transformation model consisting of problem comprehension, visual representation, symbolic representation, verbal representation, and problem verification, providing a conceptual contribution to understanding students' mathematical thinking processes. Abstrak Kemampuan representasi matematis merupakan kompetensi penting dalam pembelajaran matematika karena membantu siswa mentransformasikan informasi ke dalam bentuk visual, simbolik, dan verbal selama proses penyelesaian masalah. Namun, sebagian besar penelitian terdahulu lebih berfokus pada pengukuran ketercapaian indikator representasi sehingga belum banyak mengungkap bagaimana proses transformasi representasi berlangsung dan pada tahapan mana kesalahan mulai muncul. Penelitian ini bertujuan menganalisis transformasi representasi matematis siswa SMP dalam proses penyelesaian masalah pada materi lingkaran. Penelitian menggunakan pendekatan kualitatif deskriptif dengan melibatkan tiga siswa kelas VIII yang dipilih secara purposive dari kategori kemampuan tinggi, sedang, dan rendah berdasarkan hasil tes kemampuan representasi matematis. Data diperoleh melalui tes tertulis dan dokumentasi hasil pekerjaan siswa, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa hambatan terbesar terjadi pada transformasi visual representation menuju symbolic representation, yang selanjutnya memengaruhi verbal representation dan problem verification. Penelitian ini menghasilkan model transformasi representasi matematis yang terdiri atas problem comprehension, visual representation, symbolic representation, verbal representation, dan problem verification sebagai kontribusi konseptual dalam menjelaskan proses berpikir matematis siswa.
Towards the alignment of conceptual mastery and teaching practice competence: A case study in vocational education Hafid Rahmandan; Retno Eka Pramitasari; Nahindi Putra Gitama
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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The alignment between conceptual mastery and teaching practice competence has rarely been examined in small classes through individual pattern analysis, leaving their relationship insufficiently understood. This study aimed to identify the alignment pattern between students' conceptual mastery and teaching practice competence in vocational education. A case study approach with qualitative analysis following the Miles, Huberman, and Saldaña model was employed using participation, assignment, midterm examination, and micro teaching assessment data. The findings revealed that all students with complete data demonstrated a positive alignment pattern, with teaching practice scores consistently exceeding conceptual mastery scores by 7–10 points. These results indicate that conceptual understanding develops into teaching competence through learning that integrates theory with authentic teaching practice. This study also proposes a conceptual model explaining the relationship among conceptual mastery, teaching practice competence, pedagogical implications, assessment improvement, and educational quality in vocational education. Abstrak Keselarasan antara penguasaan konsep dan kompetensi praktik mengajar masih jarang dikaji pada kelas berukuran kecil melalui analisis pola individu, sehingga hubungan keduanya belum dipahami secara komprehensif. Penelitian ini bertujuan mengidentifikasi pola keselarasan antara penguasaan konsep dan kompetensi praktik mengajar mahasiswa dalam pembelajaran kejuruan. Penelitian menggunakan pendekatan studi kasus dengan analisis kualitatif model Miles, Huberman, dan Saldaña terhadap data partisipasi, tugas, UTS, dan micro teaching (UAS). Hasil penelitian menunjukkan bahwa seluruh mahasiswa dengan data lengkap memiliki pola keselarasan positif, ditandai oleh capaian praktik yang secara konsisten lebih tinggi daripada capaian konseptual dengan selisih 7–10 poin. Temuan ini menunjukkan bahwa penguasaan konsep berkembang menjadi kompetensi praktik melalui pembelajaran yang mengintegrasikan teori dan pengalaman mengajar. Penelitian ini juga menghasilkan model konseptual yang menjelaskan hubungan antara penguasaan konsep, kompetensi praktik, implikasi pedagogis, pengembangan asesmen, dan peningkatan kualitas pendidikan kejuruan.
From interfaith harmony to religious moderation education: A conceptual model from the Jetayu area, Pekalongan, Indonesia Lidya Arafah; Dini Valencia Kholifatun Khasanah; Navilatul Maimunah; Abidatul Dhulkamala; Mutiara Aqila; Zalfa Zahirotul Jannah; Elok Nailuna; Farah Amelia Efendi; Ika Ismatul Hawa; Arditya Prayogi
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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Interfaith harmony has been widely examined as a form of social cohesion; however, its role as a foundation for religious moderation education within multicultural public spaces remains underexplored. This study aims to analyze interfaith harmony practices in the Jetayu Area, Pekalongan City, as a basis for religious moderation education through the perspective of the four pillars of religious moderation. A qualitative case study approach was employed using observation, in-depth interviews with seven informants, document analysis, and the interactive analysis model of Miles, Huberman, and Saldaña. The findings reveal that interfaith communication, shared public space management, community participation, and local cultural values foster interfaith harmony that internalizes national commitment, tolerance, anti-violence, and accommodation toward local culture. This study contributes by proposing the conceptual model Religious Moderation Education through Interfaith Harmony in Public Multicultural Space as a new perspective for developing community-based religious moderation education. Abstrak Harmoni lintas iman telah banyak dikaji sebagai bentuk kerukunan sosial, namun perannya sebagai basis pendidikan moderasi beragama di ruang publik multikultural masih belum banyak dijelaskan. Penelitian ini bertujuan menganalisis praktik harmoni lintas iman di Kawasan Jetayu, Kota Pekalongan, sebagai basis pendidikan moderasi beragama melalui perspektif empat pilar moderasi beragama. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus melalui observasi, wawancara mendalam terhadap tujuh informan, studi dokumentasi, serta dianalisis menggunakan model analisis interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa komunikasi lintas iman, pengelolaan ruang publik bersama, partisipasi masyarakat, dan nilai budaya lokal membentuk harmoni lintas iman yang menginternalisasi komitmen kebangsaan, toleransi, anti-kekerasan, serta sikap akomodatif terhadap budaya lokal. Penelitian ini berkontribusi dengan menawarkan model konseptual Religious Moderation Education through Interfaith Harmony in Public Multicultural Space sebagai perspektif baru dalam pengembangan pendidikan moderasi beragama berbasis masyarakat.
Innovating maharah kalam instruction through philosophical story-based role play: A quasi-experimental study Faiqotul Millah; Lailatul Mathoriyah
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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Maharah kalam remains a major challenge in Arabic language learning because instructional practices are still dominated by dialogue memorization, while the integration of philosophical stories as the contextual basis for role play has received limited scholarly attention. This study aims to examine the effectiveness of a role-play approach based on the philosophical story of Hayy bin Yaqdzon in improving students' maharah kalam. A quantitative approach employing a quasi-experimental pretest–posttest control group design was conducted with 65 students. Data were analyzed using descriptive statistics, normality and homogeneity tests, Normalized Gain (N-Gain), an independent-samples t-test, Cohen's d effect size, and a student response questionnaire. The findings revealed that the experimental group achieved a higher posttest mean (90.92) than the control group (84.55), a moderate N-Gain (0.5606), a significant difference (p < 0.001), a very large effect size (3.48), and positive student responses (77.35%). This study contributes by proposing a conceptual model explaining how philosophical storytelling strengthens the effectiveness of role play in improving maharah kalam. Abstrak Kemampuan maharah kalam masih menjadi tantangan dalam pembelajaran bahasa Arab karena pendekatan yang digunakan cenderung berorientasi pada hafalan dialog, sementara kajian mengenai integrasi cerita filosofis sebagai konteks role play masih sangat terbatas. Penelitian ini bertujuan menganalisis efektivitas pendekatan role play berbasis cerita filosofis Hayy bin Yaqdzon dalam meningkatkan maharah kalam siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental pretest–posttest control group design yang melibatkan 65 siswa, dengan analisis meliputi statistik deskriptif, uji normalitas, uji homogenitas, Normalized Gain (N-Gain), independent sample t-test, effect size (Cohen's d), dan angket respons siswa. Hasil penelitian menunjukkan bahwa kelas eksperimen memperoleh rata-rata posttest lebih tinggi (90,92) dibandingkan kelas kontrol (84,55), N-Gain kategori sedang (0,5606), perbedaan signifikan (p < 0,001), effect size sangat besar (3,48), serta respons siswa positif (77,35%). Penelitian ini berkontribusi dengan menawarkan model konseptual yang menjelaskan mekanisme integrasi cerita filosofis dalam memperkuat efektivitas role play untuk meningkatkan maharah kalam.
Conceptualizing AI dependency as the primary mechanism shaping students' academic impact Melisa Aulina Sihite; Darwis Robinson Manalu
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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The rapid adoption of Artificial Intelligence (AI) in higher education has intensified debate regarding its impact on students' academic abilities, while previous studies have not adequately explained the mechanism through which AI use evolves into dependency that shapes academic outcomes. This study aims to examine the effects of AI dependency and the drivers of AI utilization on students' academic impact while proposing a conceptual model explaining their relationships. A quantitative explanatory survey was conducted involving 81 undergraduate students selected through purposive sampling, and the data were analyzed using multiple linear regression. The findings reveal that AI dependency has a positive and significant effect on students' academic impact (β = 0.643, p < 0.001), whereas the drivers of AI utilization have no significant partial effect (p = 0.066). The proposed model explains 57.0% of the variance in academic impact (R² = 0.570). This study contributes by developing a conceptual model demonstrating that academic consequences emerge through the transformation of AI utilization into dependency, which subsequently alters students' learning behavior. Abstrak Perkembangan Artificial Intelligence (AI) di pendidikan tinggi memunculkan perdebatan mengenai dampaknya terhadap kemampuan akademik mahasiswa, sementara penelitian sebelumnya belum menjelaskan mekanisme bagaimana penggunaan AI berkembang menjadi ketergantungan yang memengaruhi aktivitas akademik. Penelitian ini bertujuan menganalisis pengaruh ketergantungan penggunaan AI dan faktor-faktor pendorong penggunaan AI terhadap dampak akademik mahasiswa serta menyusun model konseptual yang menjelaskan hubungan antarvariabel tersebut. Penelitian menggunakan pendekatan kuantitatif dengan desain explanatory survey terhadap 81 mahasiswa yang dipilih melalui purposive sampling, kemudian dianalisis menggunakan regresi linear berganda. Hasil penelitian menunjukkan bahwa ketergantungan penggunaan AI berpengaruh positif dan signifikan terhadap dampak akademik mahasiswa (β = 0,643; p < 0,001), sedangkan faktor pendorong penggunaan AI tidak berpengaruh signifikan secara parsial (p = 0,066). Model penelitian mampu menjelaskan 57,0% variasi dampak akademik mahasiswa (R² = 0,570). Penelitian ini berkontribusi dengan menawarkan model konseptual yang menjelaskan bahwa dampak akademik terbentuk melalui proses berkembangnya penggunaan AI menjadi ketergantungan yang kemudian mengubah perilaku belajar mahasiswa.
The effectiveness of the tahriri examination as an instrument for measuring students' understanding at Al-Hikmah Tulungagung Islamic Boarding School Eva Kumalasari; Nayla Wirdatun Ni’ammah; Chusnul Chotimah
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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The effectiveness of the tahriri examination as an assessment instrument in Islamic boarding schools remains debated because empirical evidence linking it to students' level of understanding is still limited. This study aimed to describe students' level of understanding, evaluate the effectiveness of the tahriri examination, and analyze the relationship between the tahriri examination and students' level of understanding at Al-Hikmah Tulungagung Islamic Boarding School for University Students. A quantitative descriptive-correlational design was employed involving 57 santri selected through purposive sampling, with data analyzed using descriptive statistics and Spearman's rank correlation. The findings revealed that the instrument met the validity requirements (9 of 10 items were valid) and demonstrated high reliability (Cronbach's Alpha = 0.866). The effectiveness of the tahriri examination reached 87.6%, students' level of understanding reached 86.9%, and a strong positive and statistically significant relationship was identified between the two variables (r = 0.757, p < 0.001). This study provides empirical evidence supporting the effectiveness of the tahriri examination and proposes a conceptual framework for improving learning assessment in Islamic boarding schools. Abstrak Ketepatan ujian tahriri sebagai instrumen evaluasi pembelajaran di pesantren masih diperdebatkan karena belum banyak penelitian yang membuktikan hubungannya dengan tingkat pemahaman santri secara empiris. Penelitian ini bertujuan mendeskripsikan tingkat pemahaman santri, mengukur efektivitas ujian tahriri, serta menganalisis hubungan antara ujian tahriri dan tingkat pemahaman santri di Pesantren Mahasiswa Al-Hikmah Tulungagung. Penelitian menggunakan pendekatan kuantitatif dengan desain deskriptif-korelasional terhadap 57 santri yang dipilih melalui purposive sampling, kemudian dianalisis menggunakan statistik deskriptif dan korelasi Spearman Rank. Hasil penelitian menunjukkan bahwa instrumen memenuhi kriteria validitas (9 dari 10 butir valid) dan reliabilitas tinggi (Cronbach's Alpha = 0,866), tingkat efektivitas ujian tahriri mencapai 87,6%, tingkat pemahaman santri sebesar 86,9%, serta terdapat hubungan positif yang kuat dan signifikan antara kedua variabel (r = 0,757; p < 0,001). Penelitian ini memberikan bukti empiris bahwa ujian tahriri merupakan instrumen evaluasi yang efektif serta menawarkan kerangka konseptual sebagai acuan pengembangan evaluasi pembelajaran di pesantren.

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