Educational Assessment Standards Research Articles

Implementation Of Education Quality Assurance (PMP) In The Context Of Improving PAI Learning Performance

This study aims to describe the implementation of education quality assurance in improving PAI learning at MA At-tadzkir Kaliaren Grobogan. This research uses a type of descriptive qualitative research. Data collection techniques using interviews, observations, and document reviews. While data analysis is used, interactive analysis models include data reduction, data delivery, and conclusions. Based on the results of the study, the quality mapping carried out by the madrasah to improve PAI learning, in general, has been carried out well. The preparation of quality fulfillment plans carried out by the madrasah is quite good. The implementation of quality fulfillment carried out by madrasah to improve PAI learning is quite good, meaning that 8 national standards of education have been fulfilled in the implementation of madrasah, namely fulfillment of content standards, fulfillment of process standards, fulfillment of graduate competency standards, fulfillment of standards of educators and educational personnel, fulfillment of standards of facilities and infrastructure, fulfillment of management standards, fulfillment of financing standards and fulfillment of educational assessment standards. The quality evaluation/audit conducted by the madrasah to improve PAI learning is quite good, shown by the implementation of formative evaluation referring to process indicators, summative evaluation referring to indicators of output, outcome, and impact, and auditing the SNP fulfillment process according to a previously set plan

Standar Penilaian Pendidikan

Assessment is a crucial element in the educational framework, necessitating explicit and actionable standards. The Indonesian education assessment standards are outlined in Permendikbud No 23 of 2016, which is divided into 8 chapters and 15 articles. The aim of this research is to scrutinize the criteria within these education assessment standards. Employing a literature review approach and content analysis for technical examination, the study reveals that the Indonesian education assessment standards are well-defined. These standards encompass the extent, goals, advantages, foundational principles, methodologies, processes, and tools for evaluating students' academic achievements. These standards are intended to direct the assessment processes undertaken by teachers, educational institutions, and the government.

Hambatan Guru terhadap Penerapan Standar Penilaian Evaluasi Pendidikan Ranah Afektif di Pesantren Mutiara Quran Pracimantoro

The challenges faced by teachers in implementing educational assessment standards in the affective domain is an important issue that needs attention. This research aims to understand how teachers implement educational assessment standards in the affective domain at Pesantren Mutiara Quran Pracimantoro. This study uses a descriptive qualitative analysis method with a phenomenological approach to draw conclusions and address issues related to the topic. The results indicate several difficulties encountered by teachers in implementing educational assessment standards. Efforts to enhance the implementation of these standards in the affective domain include comprehensive approaches such as developing teacher skills, increasing awareness about authentic assessment, and training in data collection techniques.

MANAJEMEN PEMBELAJARAN PROGRAM VOKASIONAL BAGI ANAK TUNAGRAHITA DI SLB KABUPATEN SUBANG

This research using analytical descriptive method through a qualitative approach. The result of this study can be described as follows: (1) Planning made by the teacher has not described how the steps undertaken in learning vocational activities. (2) The implementation of vocational program learning has not yet described the learning steps that are in accordance with the educational standard (3) The assessment made has not yet described the format of the assessment in accordance with established educational assessment standards. (4) Efforts to improve the condition of the child are still not successful because it is only taught by the teacher. The results of the study recommendations are that school should position the teacher as their performance and skill of learning, expected to further enhance on the implementation of learning, resulting in increased professionalism and teacher performance

ADMINISTRASI PEMBIAYAAN PENDIDIKAN DI MIS NURUL HIDAYAH KECAMATAN MEDAN DENAI

The purpose of this observation is to explain how Education Funding Administration at the Elementary School level is carried out at MIS Nurul Hidayah, Medan Denai District. This observation is included in a descriptive study with a qualitative approach. Data was collected through interviews, observations, and documentation. The validity of the data was tested through triangulation techniques and sources. Data were analyzed using Miles Huberman’s interactive model. The results of observations show that the sources of education funding at MIS Nurul Hidayah Medan Denai consist of student parents’ contributions, Central BOS/Regular BOS, and assistance from foundations. These funds are used to fulfill National Education Standards, including Graduate Competency Standards, Content Standards, Process Standards, Facilities and Infrastructure Standards, Management Standards, Education Financing Standards, and Educational Assessment Standards, except for Educator and Education Personnel Standards. However, there is a discrepancy between the budget stated in the Activity Plan and School Budget (RKAS) and the results achieved. This is due to limited funds received from the government and the small number of students.

Discriminant Analysis for Determination of Early Childhood Education Accreditation In Southeast Sulawesi Province

Discriminant Analysis is a statistical analysis that can classify cases on independent variables into groups or categories of dependent variables. The main objective of this research is classify eight indicators of the National education standards (SNP) early childhood and classify the accreditation value of early childhood (PAUD) in Southeast Sulawesi Province. The method used in this study used discriminant analysis. Accreditation value factors used in this study include Standards for Child Development Achievement Levels (X1), Content Standards (X2), Process Standards (X3), Standards for Educators and Education Personnel (X4), Facilities and Infrastructure Standards (X5), Management Standards (X6), Financing Standards (X7) and Education Assessment Standards (X8). Based on the results of data analysis, 8 SNP Indicators qualify as a form of discriminant equation model and accreditation value obtained based on the calculations of the National accreditation organization (BAN) PAUD and Non Fromal Education (PNF) Southeast Sulawesi are classified as follows: there are divided into 3 classifications, namely Accreditation C is 91.7%, Accreditation B is 85.1%, and for Accreditation A is 100%. So, the accuracy of the classification is 87.5%.

Manajemen Mutu Pendidikan di SMP Islam Al Arief Muaro Jambi Berbasis Pesantren

This study aims to determine the quality component planning carried out at Al Arief Islamic Middle School, the implementation of the quality components carried out in an effort to develop Islamic Boarding School-Based Education Management, Quality Control carried out related to the implementation of the development of Islamic Boarding School-Based Education Management, and Follow-up efforts carried out by schools regarding the implementation development of Islamic Boarding School-Based Education quality management. This study uses a qualitative research approach that is analytical-descriptive in nature. Data collection is done by observation (Observation), Interview (Interview), Documentation and Audio and Visual Data. The results of the study stated that in the preparation of educational planning. it was found that planning was adjusted to the availability of human resources in the environment and supplemented by external resources, taking into account conditions and situations in society, based on a sense of responsibility to foster the interests of educational institutions. Pesantren-based education quality planning is based on eight National Education Standards (SNP) covering: Graduate competency standards, Content Standards, Process Standards, Education Assessment Standards, Education Personnel Standards, Facilities and Infrastructure Standards, Management Standards, Financing Standards. Implementation of Islamic Boarding School-based Quality Components for SMP Islam Al-Arief Muaro Jambi through habituation and self-development for students. Quality control in the implementation of quality management in Islamic boarding schools, namely the production of teaching materials and learning tools, student evaluation plans, student development evaluation plans, guidance and counseling evaluations carried out at the beginning of the semester before teaching and learning activities take place. Follow-up efforts by teachers and principals took the form of supervision and self-evaluation and were followed up on evaluating the learning process at the end of semester internal meetings. Al Arief Islamic Middle School is a quality school because it meets the National Education Standards (SNP).
 Keywords: Quality Management, Education, Islamic Boarding Schools

Analisis Standar Penilaian pada Satuan Pendidikan Dasar dan Menengah di Indonesia

Assessment is an important and inseparable part of the educational process. The importance of this assessment component is proven by the existence of Minister of Education and Culture Regulation Number 23 of 2016 concerning Assessment Standards for Primary and Secondary Education levels which was later updated with Minister of Education and Culture Regulation No. 21 of 2022 as a consequence of changes in the curriculum in Indonesia. This research aims to analyze the Education Assessment Standards in Minister of Education and Culture Regulation Number 23 of 2016 and Minister of Education and Culture Regulation Number 21 of 2022. This research uses a qualitative approach with the type of research being a literature study (library research). Data analysis was carried out in three stages, namely data condensation, data display, and drawing conclusions. This research found that in Minister of Education and Culture Regulation Number 23 of 2026, Educational Assessment Standards include criteria regarding scope, objectives, benefits, principles, mechanisms, procedures and assessment instruments. Meanwhile, in Permendikbudristek Number 21 of 2022, it was found that the Education Assessment Standards include minimum criteria regarding assessment mechanisms.

How to Improve the Performance of Public Elementary Schools? an Empirical Evidence from Indonesia

This study aims to assess the construct validity of public elementary school performance from the proposed performance theory so that the observed variables can form a latent variable. This study used a quantitative approach with a measurement model in the form of First Order Confirmatory Factor Analysis. The sample in this study amounted to 233 principals of public elementary schools. Meanwhile, the location in this study is Brebes Regency, Central Java Province, Indonesia. Then, the data analysis in this research starts with developing the theoretical model, making a causality relationship path diagram, selecting the input matrix and obtaining the model estimate, assessing the identification of the structural model, and assessing the criteria of Goodness of Fit. This study reveals variables for measuring school performance, such as content standards, process standards, graduate competency standards, educator and education staff standards, facilities and infrastructure standards, management standards, financing standards, and education assessment standards, indicating that three observational variables are not significant and invalid in forming school performance latent variables, namely standards of educators and educational staff, standards of facilities and infrastructure, and standards of financing. In this regard, this research makes a practical contribution, namely that there is a need to change the orientation of fulfilling national education standards, which leads to school assessment based on performance appraisal based on curriculum development and implementation, teacher professional development, and optimizing the responsibility of stakeholders to improve educational quality so that schools able to provide optimal performance in providing services to the community.

Pelaksanaan Penilaian Pembelajaran Tematik di MIs Nurul Hidayah Rawa Cangkuk Kec. Medan Denai

Assessment is very important to be carried out by the teacher, because without an assessment the teacher will not be able to see the competencies of students who have developed or not at all. So assessment is very useful for teachers if done. One of the benefits is that the teacher will know that the material that has been taught during learning is carried out whether students can understand it or not. Educational Assessment Standards are criteria regarding mechanisms, procedures and instruments for assessing student learning. This study aims to describe the ability of teachers to conduct thematic learning assessments. Based on the results of the research, it shows that the implementation of the assessment based on the 2013 curriculum has not been fully implemented by MIS Nurul Hidayah Rawa Cangkuk Kec. Denai Field. The data obtained will be very useful for determining steps or policies related to assessment standards, which are ultimately expected to improve school quality.
 Keywords: Assessment, Thematic Learning

Implementasi Penerapan Aplikasi E-Raport Menggunakan Metode RAD Pada SDN Rawa Badak Utara

SDN Rawa Badak Utara 03 is one of the educational institutions under the guidance of the government and in 2019 SDN RBU 03 implemented the E-report application in accordance with the provisions called for by the government in rule number 23 of 2016 concerning educational assessment standards. However, in the implementation of the E-report application, there are several shortcomings that teachers complain about, such as the teacher being required to first record student grades in a blank format that is downloaded from the E-report and then enter the student's grades through the excel application and re-upload it so that this is make data collection time so quite time consuming. Based on these complaints, the authors would like to propose a solution to develop the development version of the E-report application to make it easier and more effective in managing student grade data. In the stage of developing the E-report version 2 application (the author's version) the author uses the RAD (Rappid Application Development) method because the method used in the development of additional software has a relatively short development cycle. RAD has 3 stages that are structured and interdependent at each stage, while the stages are as follows: (1) Planning requirements consisting of system requirements analysis, (2) RAD design workshop which is a stage where the design involves users, (3) Implementation which is the stage of the system that has been agreed upon, built and refined and then tested. With the E-report the author's version it makes teachers save more time by only entering grades once into the E-report application without having to download a blank format to input grades and make it easier for teachers to see the grades of students who do not reach the KKM or who do not. achieved.

ANALISIS IMPLEMENTASI MANAJEMEN MUTU DI SEKOLAH MENENGAH TEOLOGI KRISTEN

Abstract 
 The purpose of this study is to describe how the implementation of quality management in Pelita Nauli Middle Tapanuli High School. The research used descriptive qualitative with data collection techniques carried out by interviews, observation and documentation. The indicators developed are how to implement quality management starting from the planning stage which includes the formulation of the school's vision, mission, goals and work plans. The next stage is the implementation of each program and activity. This implementation stage takes into account the provisions of quality standards covering eight national education standards, namely content standards, process standards, graduate competency standards, educators and education personnel standards, facilities and infrastructure standards, management standards, financing standards, and education assessment standards. Monitoring and evaluation should also be carried out during program implementation. This is done to assess the achievement of the school's vision and mission through eight educational standards instruments. The results showed that the implementation of quality management at SMTK Pelita Nauli Sibolga was still not optimal. The fulfillment of each educational standard instrument is still far from what it should be. Improving the quality of schools is an important concern that must be carried out on an ongoing basis and involves the cooperation of all components in the school.
 Keywords: school management, education quality, quality standard

Problematic Analysis of Assessment Standards in Physical Education

Improving the quality of the assessment is needed because with an assessment process that meets the standards, student learning outcomes will be measured accurately. This article aims to analyze several studies on the problem of assessment standards in the physical education (PE) learning process so that knowing what factors have a relationship and influence on the occurrence of problems in physical education assessment standards and solutions that can be implemented in these problems. The method in this article is a literature review using flow chart PRISMA to identify articles through process filtering and data extraction. The results were obtained from 15 articles that meet the criteria, such as the subjects used are teachers and students in educational institutions and articles used in at least the last ten years. A total of 15 articles stated that the assessment process in physical education learning still needs a lot to meet the educational assessment standards. This is due to a lack of understanding of performance appraisal because teachers usually only see and use pre-existing assessments without evaluation and need to be adjusted to the character of student achievement and teachers' critical thinking without pedagogy.

IMPLEMENTASI FUNGSI MANAJEMEN KURIKULUM PEMBELAJARAN MUATAN LOKAL PROGRAM KEPESANTRENAN DI SMP PLUS DARUSSALAM

This research is motivated by the National Education Standards for SD/MI as a study material in this learning activity which refers to PP RI No.19 of 2005 Education Standards. Its scope includes content standards; process standards; graduate competence standards; standards of educators and education personnel; standards of educational facilities and infrastructure; management standards; financing standards; and educational assessment standards. And also Law Number 20 of 2003, of which states that the curriculum is prepared in accordance with the level of education within the framework of the Republik of Indonesia, including the demands for religious knowledge. The purpose of this study was to determine the process of planning, organizing, implementing, and evaluating the curriculum and local content learning at SMP Plus Darussalam. By applying three models of data analysis, namely: Data Reduction, Data Display, Conclusion Drawing, and Verification. Therefore this research was carried out at SMP Plus Darussalam which has an Islamic Boarding School program. This research is descriptive-analytic qualitative research. The method of data collection is done by documentation, observation, and in-depth interviews. The results of this study indicate that: Curriculum planning in improving the local content learning program at SMP Plus Darussalam, Organizing local content learning in the Islamic boarding school program at SMP Plus Darussalam, and Implementing the curriculum in improving the content learning program. The local content at SMP Plus Darussalam includes the implementation of local content learning for the Islamic boarding school program which consists of PAI, Aswaja, and the Qur’an. the form of curriculum evaluation in improving the learning of local content of the Islamic boarding school program at SMP Plus Darussalam.

Internal Quality Assurance System Of Education In Financing Standards and Assessment Standards

The important role of quality fulfillment in improving the internal quality of education, where the level of success of learning is strongly supported by the fulfillment of effective quality in accordance with the needs and conditions in the educational environment, education quality assurance, especially in education programs, is obliged to provide and provide assistance in meeting standards. Educational Assessment Standards are criteria regarding the mechanisms, procedures, and instruments for assessing student learning outcomes. Assessment standards by educators according to BSNP include general standards, planning standards, implementation standards, processing and reporting standards of assessment results and standards for the use of assessment results.

National Standards of Education in Contents Standards and Education Process Standards in Indonesia

Education is an important aspect in nation building. However, educational attainment in Indonesia at present has not yet reached the best quality of education. Various policies in an effort to improve the quality of education have been carried out by the government and are still continuing. National Education Standards (SNP) are minimum criteria regarding various relevant aspects in the implementation of the national education system and must be met by education providers and/or units throughout the jurisdiction of the Unitary State of the Republic of Indonesia. National Education Standards serve as the basis for planning, implementing, and supervising education in the context of realizing quality national education. National Education Standards aim to ensure the quality of national education in the context of educating the nation's life and shaping the character and civilization of a dignified nation. National Education Standards are refined in a planned, directed, and sustainable manner in accordance with the changing demands of local, national, and global life. There are eight National Education Standards, namely: Content Standards, Process Standards, Educators and Education Personnel Standards, Facilities and Infrastructure Standards, Management Standards, Financing Standards, and Educational Assessment Standards.

Strategi Kepala Madrasah Dalam Pengembangan Kompetensi Guru Untuk Peningkatan Mutu Pendidikan

In line with the formulation of the problem above, this study aims as follows: to determine the understanding, efforts and strategies of the head of madrasah in developing teacher competence and improving the quality of education at MAN 4 Jombang. The research approach uses qualitative (qualitative research), field models (field research). In this study, visits to institutions that are examined at least 2-3 times a week will be carried out, the role as an instrument as well as data collectors is realized by visiting MAN 4 Jombang. The time for site visits begins in February 2020 before the occurrence of Covid-19 until August 2020. Interviews were conducted directly and indirectly (phone) due to the Covid-19 pandemic conditions. With purposive sampling, data was collected by means of in-depth interviews, participant observation and documentation. It was found that the principal's understanding of teacher competence in improving the quality of education at MAN 4 Jombang has thoroughly understood and understood the educational competence, personality competence, social competence and professional competence by combining them according to the environmental conditions of the madrasa in the Mambaul Maarif Islamic Boarding School environment. Efforts made by madraash principals, teachers and schools in fulfilling the requirements to improve the quality of learning are meeting content standards, process standards, graduate competency standards, facilities and infrastructure standards, management standards, financing standards, educators and education personnel standards and educational assessment standards. The Head of Madrasah at MAN 4 Jombang in developing teacher competence for improving the quality of education as the implementation of the main tasks and functions in the leadership of the madrasah principal is to carry out the commitment to school quality assurance.

Structural Causality Between National Examination Score and The School Accreditation Categories

This study aims to compare and determine the best model to describe the relationship between National Education Standard (NES) and CBNE scores using generalized structured component analysis. Model 1 describes the causal relationship between the NES and CBNE based on the educational theory of the Ministry of National Education and the Ministry of Religion (2010), Model 2 describes the causal relationship between the NES and CBNE based on the educational theory of the Ministry of Education and Culture (2012), and Model 3 describes the causal relationship between the NES and CBNE based on the educational theory of the Ministry of Education and Culture (2017). The results of the structural model evaluation have found that in Model 1, the SI path coefficient to Academic Achievement (PA) is not significant, in Model 2, the SI path coefficient to PA and SPT to SPN is not significant and in Model 3, the SI path coefficient to PA is also not significant. The coefficient of determination of each endogenous latent variable for each model ranges from 0.20 - 0.75. While the resulting Q-square value for all models is more than 0.9 to represent very good predictive relevance. Based on the overall goodness of fit, it is found that Model 3 produces the largest FIT and AFIT values. So it can be said that model 3 is better than other models. This model produces 11 invalid indicator variables, namely points 17, 39, 51, 55, 57, 59, 73, 75, 76, 80, and 108. The study found that National Education Standards that significantly affect academic achievement are graduate competency standards, process standards, and educational assessment standards

Standardization of Islamic Education in Religious Value Education Orientation

Education is part of the future investment. The goals of education at any time need to be revised and adapted to the demands of change. Government Regulation Number 32 of 2013 concerning National Education Standards (SNP) provides direction on the need to develop and implement eight national education standards, namely: content standards, process standards, graduate competency standards, educators and education personnel standards, facilities and infrastructure standards, management standards, financing standards, and educational assessment standards. This study aims to describe the standardization of Islamic education on the orientation of religious values education. The National Education Standards have been implemented in accordance with the scope of their responsibilities to date. Even so, there are still pros and cons in the SNP policy, one of the reasons for the pro group is that standardization serves as a guide for teachers in making global changes, while those who oppose explain that standardization of education is heavily influenced by business and political decisions.

Evaluation of the implementation of educational assessment standards at Madrasah Tsanawiyah Modern Islamic Boarding School

This study aims to collect, analyze, and present evaluation results and assess them by comparing the evaluation indicators. The evaluation focuses on achieving and implementing seven components of the Educational Assessment Standard in Islamic middle school (Madrasah Tsanawiyah or MTs) of modern Islamic boarding schools (pesantren) in the Kebumen Regency. The study employed a descriptive quantitative approach. The evaluation model was the discrepancy evaluation model. The study subjects were 227 students of grade VIII class 2020/2021. Data collection was performed using a questionnaire and brief interviews. The study result shows that 70.55% of students stated the assessment comprises three aspects, i.e., knowledge, attitude, and skills. The assessment principles of valid, objective, fair, integrated, open, thorough and sustainable, systematic, based on criteria, and accountable have been implemented well. About 67.82% of students assert that all principles have been reflected during assessment by educators and education units. As much as 72.35% of students explained that the assessment had utilized an appropriate form to measure students’ competency achievement. The assessment of MTs in modern pesantren in Kebumen Regency used an instrument following the regulation, where 74.82% of students revealed that the study instrument had followed the empirical validity requirement.