Towards a Holistic Assessment Framework: Integrating Islamic Values into Madrasah Curriculum Evaluation

Purpose of the study: The purpose of the study is to describe the results of the development of authentic problem-based assessment models in learning Indonesian in high school. This development uses the Plomp model which has stages, preliminary research, prototyping, and evaluation. The product developed is a problem-based authentic assessment model book and a teacher's manual. Both books were tested for validity, practicality, and effectiveness well. Methodology: The development of this research follows the preliminary, prototype and evaluation research stages. The three steps are carried out selectively. The validity of the model is obtained from an expert judgment of the problem based authentic assessment model book and the problem based authentic assessment handbook. The trial was conducted in class XI of high school to see the practicality and effectiveness of the model book and the guidebook. Main Findings: The development of this authentic problem-based assessment model has produced model books and manuals for Indonesian language teachers in high schools. The results of this study indicate that (1) the problem-based authentic assessment model is very valid, (2) the problem-based authentic assessment model is very practical, and (3) the problem-based authentic assessment model is very effective in learning Indonesian. Applications of this study: Teachers can more easily assess the process and learning outcomes in learning Indonesian. The problem-based authentic assessment model can be used in language skills (listening, speaking, reading and writing). The teacher can develop appropriate assessment instruments used to assess students' knowledge, attitudes, and psychomotor. The grades obtained are not only numerical but in the form of student work. Novelty/Originality of this study: This authentic problem-based assessment model presents problems in the form of text or questions to be answered by students. Assessment instruments are presented to teachers to assess students' attitudes, cognitive, and psychomotor. The teacher can judge according to the student's ability to answer the questions given. Furthermore, to assess student and psychomotor attitudes, teachers can use portfolio and project instruments.

This study is entitled "Strategies For Improving The Quality Of Education In Madrasah Through Journal Studies On Educational Management." This research formulates the problem of how educational management methods might enhance the quality of education in madrasahs. This research examines the significance of madrasahs in developing students' character and competencies, alongside the problems encountered in enhancing the quality of education inside these institutions. This research aims to find and analyse successful educational management strategies for implementation in madrasahs. The employed research method is a literature study utilising a descriptive-analytical methodology. Data is sourced from journals, research articles, and other pertinent documents addressing educational management in madrasahs. The chosen data analysis technique is qualitative analysis, focussing on the identification of significant themes and pertinent tactics. This research employs a theoretical framework comprising educational management theories, teacher professionalism development theories, and community engagement theories in education. The research findings suggest that advancing teacher professionalism, optimising resources, and augmenting school community involvement are essential ways for enhancing the quality of education in madrasahs. Effective educational administration can foster a supportive learning environment that facilitates the attainment of educational objectives. This discovery is anticipated to offer tangible benefits for madrasah administrators and education officials in developing and executing strategies that enhance the quality of education in madrasahs.

This research is aimed at determining: 1) the differences of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) the differences of mathematical problem solving ability between the students facilitated with authentic and conventional assessment model, and 3) interaction effect between learning and assessment model on mathematical problem solving. The research was conducted in Bali State Polytechnic, using the 2x2 experiment factorial design. The samples of this research were 110 students. The data were collected using a theoretically and empirically-validated test. Instruments were validated by using Aiken’s approach of technique content validity and item analysis, and then analyzed using anova stylistic. The result of the analysis shows that the students facilitated with problem-based learning and authentic assessment models get the highest score average compared to the other students, both in the concept understanding and mathematical problem solving. The result of hypothesis test shows that, significantly: 1) there is difference of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) there is difference of mathematical problem solving ability between the students facilitated with authentic assessment model and conventional assessment model, and 3) there is interaction effect between learning model and assessment model on mathematical problem solving. In order to improve the effectiveness of mathematics learning, collaboration between problem-based learning model and authentic assessment model can be considered as one of learning models in class.

The instrumental case study reported here adds to the literature on authentic assessment by illuminating how one secondary agricultural education instructor employed authentic assessment in the agricultural mechanics laboratory. The study was underpinned by the constructivist notion of authentic learning and assessment, or allowing students to perform what they can do. Multiple sources of data regarding assessment practices were collected from an exemplary secondary agricultural mechanics instructor who demonstrated model authentic assessment behavior by (1) setting high and fair expectations for students, (2) establishing a progressive hierarchy of skills for students to master, (3) providing continuous feedback so that students had knowledge of their progress, and (4) being committed deeply to students’ success. The four themes resonated with previous literature and provided the foundation for a pragmatic model of authentic assessment in the secondary agricultural mechanics laboratory. Future research should focus on refining the model of authentic assessment in agricultural mechanics for a larger audience, as case studies are limited in their ability to generalize. Additionally, research should be conducted to determine how authentic assessment impacts student performance on Oklahoma Agricultural Power and Technology competency examinations.

The aim of Indonesia National Education is to bring its people and country towards better development of skills and characters or attitude in order to be democratic and responsible citizens. A curriculum needs to be created in order to support the achievement of this goal. The current curriculum 2013, has tried to emphasize on knowledge, skills and attitude all of which are in line with the goal of Indonesia National Education. It emphasizes on three types of learning namely project-based, problem-based, and discovery learning in order to promote more skilful people. Yet, it is problematic in some ways for it does not provide enough time allocation for knowledge and skill development. English is now taught in one meeting only in a week. Also, the problem lies in the assessment. It separates the assessment of knowledge, skills, and attitude. It seems to forget that in those types of learning, students have to integrate those aspects in order to accomplish a projector to solve a problem. The partial assessment makes those types of learning impossible. Therefore, an alternative authentic and holistic assessment for a year project for vocational high school students is developed to improve students‟ progress as a whole. Keywords: project-based learning, authentic assessment, vocational high school

MTs and SMP teachers in Rowosari Kendal District have difficulty carrying out authentic assessments manually because the components being assessed and the number of students to be observed are not small, and it takes a lot of time and effort, and they are prone to errors or omissions in the assessment. In addition, they are aware that the assessment is still focused on the cognitive aspects of students through learning achievement tests, while the assessment of attitudes and skills is only at a glance without using assessment instruments, besides that teachers must address technological developments that are increasingly accelerating and it is important to increase students' IT literacy. One of the potential learning methods to help teachers in authentic assessment and improve IT literacy is by applying the Authentic Assessment System (Sipentik) application.. The purpose of this research is to describe and analyze the characteristics of Sipentik as an authentic assessment application for teachers and the effectiveness of the Sipentik application in the teaching and learning process in schools. This type of field research uses a mixed methods approach with an embedded experimental model design , with data collection techniques through documentation, questionnaires, observations, and interviews. The data that has been collected can then be analyzed through quantitative and qualitative data analysis. The results of the study show that: 1) "Sipentik" as an authentic assessment application for teachers has the characteristics of this internet-based application with its main feature being technology for authentically assessing students, besides that it can also help teachers manage the learning system in class more easily and directed, also makes teachers more able to improve IT literacy. 2) The Sipentik application in the teaching and learning process in schools is effective as an authentic teacher assessment to improve students' IT literacy at SMP N 1 Rowosari, 3) The authentic assessment of SMP N 1 Rowosari teachers using the Sipentik application shows better and more effective than using the manual.

This study aims to find out and describe the optimization of the application of authentic assessment and the factors that influence the application of authentic assessment in learning English in Al-Izhar Junior High School, Pekanbaru. The research method used in this research is a qualitative method with an inductive descriptive approach. With the method of data collection using observation, interviews and documentation. The results of this study are in optimizing the application of authentic English learning assessment in Al-Izhar SMP-IT Pekanbaru City, researchers conclude that the English language teacher at Al-Izhar Pekanbaru IT Middle School has conducted an authentic assessment and needs to be improved again because there are still indicators that have not been implemented. The researcher's findings are that the teacher has: 1) measured all aspects of learning, namely performance and results or products, 2) conducted an assessment during the learning process until learning was completed, 3) used a verbal and written assessment in the form of vocabulary pronunciation and mastery of students' English vocabulary and writing, 4) using oral exams and written tests and not just based on tests, 5) giving assignments that reflect daily life and recounting experiences or activities on a daily basis, 6) emphasizing product quality or performance rather than single answers, 7) conduct in-depth assessments, 8) focus on developing students 'English proficiency, 9) develop mastery of learning material, 10) subject teachers in assessing students' emphasis on listening practice, listening skills, speaking , reading (reading) reading ) and writing ( writing ); and 11) instruments in the form of tests and non-tests. There are supporting factors and inhibiting factors, research findings on supporting factors in SMP-IT. Al-Izhar Pekanbaru City, namely: (1) the competency of the teacher, (2) the readiness of the students, (3) the principal's leadership pattern, (4) the realization of a conducive learning environment, and (5) the existence of extra-curricular activities. The inhibiting factors encountered by English subject teachers in applying authentic assessment are: a) the lack of socialization about the 2013 curriculum, because authentic assessment is basically a necessity in the 2013 curriculum; b) the assessment of attitudes in English subjects does not cover the whole assessment of attitudes that are not like the subjects of citizenship education and Islamic Religious Education.

This article aims to describe an authentic project-based assessment model in improving students' Higher Order Thinking Skills (HOTS) on Sociology learning.This study used a mix-method design that applied ADDIE procedural to gain valid and reliable outcomes.Data collection used multiple techniques involving guided-interviews, survey, validity test, item instrument sheet, HOTS multiple questions with students' elicitation and observation sheet.The study results revealed that: (1) A characteristic of the authentic project-based assessment modelrefers toextensive assessments such as performance, attitude, presentation, product, project, and comprehension.Both performance and attitude assessments used during the project assessment.( 2) An implementation of the authentic project-based assessment model is valid and reliable after givingan experimental treatmentin the class of X IIS SMAN 1 Padang that related to cognitive, affective and skills area.(3) An authentic project-based assessment model increased students' Higher Order Thinking Skills (HOTS) regarding critical thinking and problem-solving aspects, communication skill aspects, creativity and innovation aspects, and collaboration aspects.

The aim of writing this article is to examine and examine the authentic assessment model towards the independent curriculum. Authentic assessment as an important instrument in developing evaluation which is stated in the 2013 Education Unit Level Curriculum and Curriculum, is interesting to study and analyze as a reference in evaluating learning in the Independent Curriculum. This research is a type of literature review. In collecting data, the author took references from various journals, papers, online articles and so on from sources that are appropriate to the topic of this article. This research concludes that authentic assessment is a type of assessment carried out directly by an educator in a range of learning domains, including cognitive, affective and psychomotor, by combining process and product evaluations. This makes the implementation of the evaluation seen as more objective, real, concrete and accurate, and reflects the students' actual learning outcomes. Indicators in authentic assessment include implementation based on direct experience, authentic assessment carried out during the learning process, assessment aimed at students, continuous, integrated, and carried out with the hope that it can be used as feedback and assessment criteria. The aim of authentic assessment is to measure the results of students' competency achievement in the learning process. The principles of authentic assessment include, among others, that assessment is carried out in an integrated manner with the learning process, assessment must be carried out based on real life aspects, assessment is carried out using various measurement methods, assessment is carried out holistically. Implementing authentic assessment towards the independent curriculum is one of the important efforts made to improve student learning achievement. This authentic assessment is not only an inseparable part of the learning process, but is also one of the main pillars that greatly influences the quality of learning, both in terms of planning and implementation. In the context of the independent curriculum, there are three domains of assessment, namely diagnostic, formative and summative. Authentic assessment in the independent curriculum can be applied through performance, project and portfolio assessments.

This study aimed to describe the implementation of authentic thematic learning assessments in the 2013 curriculum of the Ibtidaiyah Public Madrasah and Private Ibtidaiyah Madrasah and their constraints and solutions. This research is a descriptive study with a qualitative approach. The results showed that: Teacher MIN 14 Banjar and MIS Nur Rahman Banjar District had carried out authentic assessments well in thematic learning Curriculum 13 because the assessment was carried out on aspects of attitude, knowledge, and skills assessment. Constraints encountered, namely: limited time constraints, more costs, the number of components/criteria in authentic assessment, the lack of student motivation in participating in innovative learning with authentic assessment, and the facilities and infrastructure of madrasas are still limited. The solution to overcoming obstacles is by forming groups of teachers in which they are devoted to discussing authentic assessment planning.

This research aims to find out strategies that can be applied in authentic assessment as a measure of success and as a learning evaluation material to further develop according to the times. The method used in this research is to use a qualitative method with a literature study approach or library research. In digging up information through literature studies, researchers pay attention to the credibility of journals that are tailored to the title in this study. Meanwhile, the analysis technique used is content analysis technique. The results of this study indicate that one of the learning evaluation models relevant to education is the authentic assessment model. Authentic assessment aims to measure the ability of students as a whole, both cognitive (knowledge), affective (attitude), and psychomotor (skills) aspects. The context of applying authentic assessment involves the real world in the form of project tasks. This is done to prepare learners to face real-world situations. In its application, there are certainly factors that influence it. Some of the inhibiting factors in the application of authentic assessment include lack of time, the number of students exceeding the limit, and the lack of teacher understanding of authentic assessment.

As the spearhead of successful learning in the classroom, a prospective teacher must have qualified abilities and skills, teacher competence and teaching quality need to be ensured. One of the ways to measure the competence of prospective chemistry teachers is by using authentic assessments. This assessment can be done digitally through an authentic digital-based assessment with a project-based learning model. The model, research design and instrument development carried out in this study is an adaptation of the test preparation procedure with the following instrument preparation steps: (1) planning the test, (2) trying out the test, (3) establishing test validity, (4) establishing test reliability, (5) interpreting the score. In this study, there were three parameters studied, namely (1) Analysis of the needs of prospective teachers at school. (2) Preparation of authentic assessment instruments that have been developed based on validators, (3) Analysis of observing, inferring and predicting skills. Analysis of school needs is the basis for the preparation of authentic assessment instruments and models that are compiled. The results of the learning instruments that have been compiled and have been developed have excellent quality criteria with an average per aspect of 0.875 and are declared valid based on the assessment of material experts, media experts and peer reviewers. The validated instrument is then implemented where the Implementation Analysis on prospective teachers in the observing aspect gets a score of 3,374 including in the excellent category, as for inferring, it gets a score of 3,217 including in the good category, in the predicting aspect it gets a score of 3,553 including the excellent category, so that the average teacher candidate gets a score of 3,392 including the excellent category. Meanwhile, the affective instrument of students got a score of 3.22 on the persistence aspect and 3.16 on the attention aspect, both of which were in the good category. So that the average affective aspect of the participants got a score of 3.19 and was included in the good category

The aim of Indonesia National Education is to bring its people and country towards betterdevelopment of skills and characters or attitude in order to be democratic and responsiblecitizens. A curriculum needs to be created in order to support the achievement of this goal.The current curriculum 2013, has tried to emphasize on knowledge, skills and attitude all ofwhich are in line with the goal of Indonesia National Education. It emphasizes on three typesof learning namely project-based, problem-based, and discovery learning in order to promotemore skilful people. Yet, it is problematic in some ways for it does not provide enough timeallocation for knowledge and skill development. English is now taught in one meeting only ina week. Also, the problem lies in the assessment. It separates the assessment of knowledge,skills, and attitude. It seems to forget that in those types of learning, students have to integratethose aspects in order to accomplish a projector to solve a problem. The partial assessmentmakes those types of learning impossible. Therefore, an alternative authentic and holisticassessment for a year project for vocational high school students is developed to improvestudents? progress as a whole.Keywords: project-based learning, authentic assessment, vocational high school

This study aims to analyze the influence of e-leadership and Islamic spiritual leadership on the quality of education in madrasah. This study used a quantitative approach with an explanatory research design, involving 84 madrasah teachers as samples. The data analysis technique used Partial Least Squares-Structural Equation Modeling (PLS-SEM). The results showed that e-leadership has a significant effect on Islamic spiritual leadership and education quality. In addition, Islamic spiritual leadership is also proven to have a positive and significant influence on the quality of education. Other findings show that e-leadership has an indirect positive impact on education quality through Islamic spiritual leadership. Thus, the integration of e-leadership and Islamic spiritual leadership plays an important role in improving the quality of education in madrasah. This reflects that technology-based leadership development and spiritual values can create an educational environment that is more effective and adaptive to the development of the digital era. The implications of this research emphasize the need for madrasah leaders to implement a balanced leadership strategy between the use of technology and Islamic spiritual values in order to form graduates who are superior, have character, and are ready to face global challenges.

S tudents of economic education are expected to have expertise in the business world including running an entrepreneur. Authentic assessment such as performance appraisal and project is very good to be applied in entrepreneurship courses, and having a strong relevance with the demands of the 2013 Curriculum. The research method is divided into 2 stages namely preliminary studies and development studies. In the development study the RnD model from Borg and Gall Tang was modified. The preliminary stage includes literature study, preliminary observations, and preparation of authentic assessment instruments. The product result from this research is an authentic assessment instrument in entrepreneurship courses consisting of knowledge assessment, skills assessment, and attitude assessment. This authentic project-based assessment instruments aims to increase accountability in the assessment of entrepreneurship courses and for the subsequent evaluation of learning. Based on the results of the combined validity of the learning evaluation expert and the material expert obtained a percentage of 82.5% which means that the authentic assessment instruments in this entrepreneurship material were said to be feasible so that they could be tested on a limited and broader basis. The reliability test results of the authentic assessment instruments in the realm of attitude amounted to 0.74638429, the realm of knowledge amounted to 0.70102591, and the realm of skills amounted to 0.71549432 meaning the authentic assessment of each item could be said to be reliable. Keywords: Assessment D evelopment,Aauthentic, Project B ased