Detection of potential errors in measurement results of madrasa admission instruments in Indonesia

Yusuf, Ahmad; Kusaeri, Kusaeri; Hidayatullah, Ahmad; Novitasari, Dian Candra Rini; Asyhar, Ahmad Hanif

doi:10.11591/ijere.v10i4.21412

Cited by 4 publications

(4 citation statements)

References 24 publications

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“…Third, the consequence of having too many subjects, madrasah students tend to have shorter time allocated to learn mathematics in class or to provide additional hours. Under these conditions, it is difficult for madrasah policy makers to allocate additional hours beyond the demands of the curriculum (Yusuf et al, 2021). Meanwhile, non-madrasah with fewer subjects can flexibly provide additional time allotment for more learning opportunities.…”

Section: Discussionmentioning

confidence: 99%

Does opportunity to learn explain the math score gap between madrasah and non-madrasah students in Indonesia?

Umar

Kusaeri²,

Ridho³

et al. 2022

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The opportunity to learn (OTL) is one of the important aspects of achieving the goal of the learning process. There have been three dimensions of OTL: instructional time (IT), content covered during instruction (CC), and quality of instruction (QI) mentioned in the literature and used as a framework in this article. This study aims to reveal the gap in math ability between madrasah and non-madrasah students in Indonesia and the contribution of the three OTL aspects toward math scores. This study employed a cross-sectional survey approach with self-report instruments. The data were obtained from a survey of participants in the New Students National Selection for Madrasah Aliyah Negeri (Islamic High-school managed by the ministry of religious affairs) in 2021. There were 8,258 participants, consisting of 4,842 students from madrasah and 3,416 from non-madrasah. This study used multilevel structural equation modeling (SEM) to analyze the data. The findings show that (a) there is a gap in math ability score between madrasah and non-madrasah students which is -27, with a mean math ability score of madrasah students being lower than non- madrasah students, and (b) the time invested in learning significantly affects the occurrence of gaps in math ability scores, while the scope of the materials and the quality of learning do not affect the occurrence of the gap in math ability scores. These findings suggest that it is important for the Ministry of Religious Affairs to consider the addition of mathematical lesson duration in madrasah while restructuring the allocation for Islamic lessons.

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Section: Discussionmentioning

confidence: 99%

Does opportunity to learn explain the math score gap between madrasah and non-madrasah students in Indonesia?

Umar

Kusaeri²,

Ridho³

et al. 2022

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“…The Boarding School education system can help students achieve the best position in the eyes of society because the Boarding School is an educational reformer that can bring about change in society at large (Assa'idi, 2021b). Islamic education institutions in Indonesia, madrasas and boarding schools have a strategic role in building the Islamic character of the nation's generation (Yusuf et al, 2021).…”

Section: Comparative Analysis Of Islamic Education Policies In Indone...mentioning

confidence: 99%

Comparative Analysis of Islamic Education Policies in Indonesia and Russia

Usman,

Hunaida,

Mala

et al. 2024

Al-Hayat J. Islamic. E.

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This research discusses Islamic education policies in Indonesia and Russia. The importance of this study is based on the Islamic education policy process in countries with a majority Muslim population and countries with a majority non-Muslim population. This research was conducted using a qualitative approach, and data was collected from books, journals and experts' thoughts related to the research theme. Data was obtained with the help of an electronic database site with a Scopus-indexed national and international journal search site, which was then mapped by searching for inclusive and exclusive criteria. The next step was selecting studies, collecting data, and extracting data, and the data was analyzed using comparative techniques. Based on the findings, Islamic education policies have been implemented in Indonesia and Russia, as evidenced by the policies issued by the government for implementing Islamic education from the lowest level of education to the highest level of education. Indonesia implements an integral curriculum policy combining religious and general education. Russia implements a mandatory curriculum policy that requires students to choose their religious education, including Islamic education. Through this research, it is known that there is still room for Islamic education in secular countries, and secular countries believe that Islamic education plays a vital role in creating a generation of character. Thus, this research significantly contributes to the development of Islamic education at the global level by identifying space for Islamic education in secular countries and emphasizing the critical role of Islamic religious education in creating a society with character. This enriches discussions about the relationship between religion and education in the context of multiculturalism and religious pluralism and provides a basis for developing inclusive and sustainable education policies in various countries.

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“…Tercatat ada 23 MAN-IC di Indonesia yang tersebar di seluruh Indonesia dari mulai Aceh hingga Sorong. Beberapa penelitian dari dataset SNPDB atau MAN-IC telah dilakukan dengan menggunakan pendekatan statistik seperti [2] yang meneliti tentang pengaruh personality dengan capaian akademik, [3] pengaruh tes potensi belajar terhadap capaian akademik dan [4] yang meneliti tentang potensi kesalahan dalam pengukuran untuk seleksi penerimaan peserta didik baru. Dalam situasi tertentu pendekatan statistik tidak dapat digunakan berkenaan dengan permasalahan jumlah data yang semakin besar, missing value dan imbalanced data.…”

Section: Pendahuluanunclassified

Educational Data Clustering Menggunakan K-Means pada Seleksi Penerimaan Peserta Didik Baru Madrasah Aliyah Negeri Unggulan

Wahyudi

Ardilla²,

Hastuti³

2022

SYSTEMIC

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The National Students admissions (SNPDB) for Madrasah Aliyah is managed by the Directorate of Madrasah Curriculum, Facilities, Institutions and Student Affairs. It is essential for the Directorate and Madrasah to explore patterns and knowledge from admission data in formulating policies and programs from to MAN. Educational Data Clustering (EDC) is a data mining method that is implemented in the education area. K-means is applied to group students based on the results of learning potential and academic potential tests that will be used for development program and student admission policies at MAN-IC. The best results from the experiments tested with Silhouette dividing the data into 2 clusters are excellent and good. The Silhouete value indicates the cluster structure in the medium predicate.. The results present the distribution of clusters in 23 MAN-IC, distribution of personality profiles of prospective students, as well as recommendations for conducting tests in Madrasah.

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Detection of potential errors in measurement results of madrasa admission instruments in Indonesia

Cited by 4 publications

References 24 publications

Does opportunity to learn explain the math score gap between madrasah and non-madrasah students in Indonesia?

Does opportunity to learn explain the math score gap between madrasah and non-madrasah students in Indonesia?

Comparative Analysis of Islamic Education Policies in Indonesia and Russia

Educational Data Clustering Menggunakan K-Means pada Seleksi Penerimaan Peserta Didik Baru Madrasah Aliyah Negeri Unggulan

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