Assessing the Impact of Minimum Learning Mastery Standard on the Effectiveness of Follow-Up Programs in Madrasa

Agus Riwanda, Kamal Yusuf, Akhmad Najibul Khairi Syaie

Abstract

This study aims to analyse the assessment and follow-up processes of Arab learning at Madrasah Aliyah using qualitative methods with a phenomenological approach. It involved 24 Arabic language teachers from Madrasah Aliyah in South Kalimantan. The findings indicated that Minimum Learning Mastery Standards (MLMS) were not adjusted to accommodate student characteristics, subject competencies, and educational unit conditions. Consequently, learning assessments became less credible, often serving merely to fulfil MLMS requirements. Both enrichment and remedial follow-up were perceived as formalities, lacking a basis in the analysis of student assessments, which undermined students' motivation to learn. Teachers encountered ethical dilemmas in assessment and decision-making processes, exacerbated by external pressures for students to meet MLMS benchmarks. The study emphasizes the importance of reducing external pressures in determining MLMS, enhancing teacher competence in adopting new assessment methods, and improving evaluation systems. These improvements are crucial for developing evidence-based structured enrichment and remedial programs

Keywords

Assesment, Demotivation, Follow-Up Program, Minimum Level of Mastery Standards

Full Text:

PDF

References

Alamri, H., Lowell, V., Watson, W., & Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322–352.

Anggraena, Y., Ginanto, D., Felicia, N., Andiarti, A., Herutami Indriyanti, H., Alhapip, L., & Setiyowati, D. (2022). Panduan pembelajaran dan asesmen kurikulum 2013: Pendidikan anak usia dini, pendidikan dasar, dan menengah.

Arsyad Arrafii, M. (2020). Grades and grade inflation: Exploring teachers’ grading practices in Indonesian EFL secondary school classrooms. Pedagogy, Culture & Society, 28(3), 477–499.

Bragg, L. A., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, 166, 104158.

Caruth, G. D. (2018). Student engagement, retention, and motivation: Assessing academic success in today’s college students. Participatory Educational Research, 5(1), 17–30.

Christoforidou, M., & Kyriakides, L. (2021). Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development. Studies in Educational Evaluation, 70, 101051.

Henderson, M., Ryan, T., & Phillips, M. (2019). The challenges of feedback in higher education. Assessment & Evaluation in Higher Education.

Hundley, S. P., & Keith, C. J. (2023). Trends in assessment: Ideas, opportunities, and issues for higher education. Taylor & Francis.

Husna, S. A., Ritonga, M., Lahmi, A., Saputra, R., & Ayu, S. (2020). The teachers unpreparedness in carrying out Islamic education learning using the revised 2013 curriculum in elementary school. European Journal of Molecular & Clinical Medicine, 7(2), 1520–1528.

Kebudayaan, K. P. D. (2017). Panduan Penilaian oleh Pendidik dan Satuan Pendidikan Sekolah Menengah Pertama. Kementerian Pendidikan Dan Kebudayaan Direktorat Jenderal Pendidikan Dasar Dan Menengah, 43–45.

Kuhlmann, S. L., Bernacki, M. L., Greene, J. A., Hogan, K. A., Evans, M., Plumley, R., Gates, K., & Panter, A. (2023). How do students’ achievement goals relate to learning from well-designed instructional videos and subsequent exam performance? Contemporary Educational Psychology, 73, 102162.

Kurniawan, S., & Miftah, M. (2020). The Madrasa in Indonesia (Authority, Knowledge and Discourse Surrounding its Development). Edukasia: Jurnal Penelitian Pendidikan Islam, 15(2), 231–250.

Malacapay, M. C. (2019). Differentiated Instruction in Relation to Pupils’ Learning Style. International Journal of Instruction, 12(4), 625–638.

McConlogue, T. (2020). Assessment and feedback in higher education: A guide for teachers. UCL Press.

McTighe, J., Doubet, K. J., & Carbaugh, E. M. (2020). Designing authentic performance tasks and projects: Tools for meaningful learning and assessment. ASCD.

Meijer, H., Hoekstra, R., Brouwer, J., & Strijbos, J.-W. (2020). Unfolding collaborative learning assessment literacy: A reflection on current assessment methods in higher education. Assessment & Evaluation in Higher Education, 45(8), 1222–1240.

Mexdadoris, M., & Jama, J. (2020). The Effectiveness of the Logic Evaluation Model in K-13 Curriculum Analysis. Journal of Education Research and Evaluation, 4(3), 312–318.

Meyer, A., Kleinknecht, M., & Richter, D. (2023). What makes online professional development effective? The effect of quality characteristics on teachers’ satisfaction and changes in their professional practices. Computers & Education, 200, 104805.

Mulawarman, W. G. (2021). Overcoming Obstacles in Implementing 2013 Curriculum Policy. Cypriot Journal of Educational Sciences, 16(3), 967–980.

Pantiwati, Y., Chamisijatin, L., Zaenab, S., & Aldya, R. F. (2023). Characteristics of learning assessment towards implementation of merdeka learning curriculum. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 7(1), 115–128.

Pendidikan, K., & Kebudayaan, R. (2017). Panduan penilaian oleh pendidik dan satuan pendidikan sekolah menengah atas. Jakarta: Kementerian Pendidikan Dan Kebudayaan.

Prastowo, A., & Fitriyaningsih, F. (2020). Learning Material Changes as the Impact of the 2013 Curriculum Policy for the Primary School/Madrasah Ibtidaiyah. Edukasia: Jurnal Penelitian Pendidikan Islam, 15(2), 251–276.

Rolim, C., & Isaias, P. (2019). Examining the use of e‐assessment in higher education: Teachers and students’ viewpoints. British Journal of Educational Technology, 50(4), 1785–1800.

Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602.

Schut, S., Heeneman, S., Bierer, B., Driessen, E., van Tartwijk, J., & van Der Vleuten, C. (2020). Between trust and control: Teachers’ assessment conceptualisations within programmatic assessment. Medical Education, 54(6), 528–537.

Selvaraj, A. M., Azman, H., & Wahi, W. (2021). Teachers’ feedback practice and students’ academic achievement: A systematic literature review. International Journal of Learning, Teaching and Educational Research, 20(1), 308–322.

Sgobbi, F. (2022). The effectiveness of remedial courses: New evidence from undergraduate students in industrial engineering. Education Economics, 30(3), 320–337.

Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47–63.

Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Van Herwegen, J., & Anders, J. (2021). What Are the Characteristics of Effective Teacher Professional Development? A Systematic Review and Meta-Analysis. Education Endowment Foundation.

Smith, J. A., & Fieldsend, M. (2021). Interpretative phenomenological analysis. American Psychological Association.

Sokhanvar, Z., Salehi, K., & Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review. Studies in Educational Evaluation, 70, 101030.

Swan Sein, A., Rashid, H., Meka, J., Amiel, J., & Pluta, W. (2021). Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system. Medical Teacher, 43(3), 300–306.

Tai, J., Ajjawi, R., Bearman, M., Boud, D., Dawson, P., & Jorre de St Jorre, T. (2023). Assessment for inclusion: Rethinking contemporary strategies in assessment design. Higher Education Research & Development, 42(2), 483–497.

Thomas, T., Jacobs, D., Hurley, L., Martin, J., Maslyuk, S., Lyall, M., & Ryan, M. (2019). Students’ perspectives of early assessment tasks in their first-year at university. Assessment & Evaluation in Higher Education, 44(3), 398–414.

Ujir, H., Salleh, S. F., Marzuki, A. S. W., Hashim, H. F., & Alias, A. A. (2020). Teaching Workload in 21st Century Higher Education Learning Setting. International Journal of Evaluation and Research in Education, 9(1), 221–227.

Urhahne, D., & Wijnia, L. (2021). A review on the accuracy of teacher judgments. Educational Research Review, 32, 100374.

Wiyono, B. B., Widayati, S. P., Imron, A., Bustami, A. L., & Dayati, U. (2022). Implementation of group and individual supervision techniques, and its effect on the work motivation and performance of teachers at school organization. Frontiers in Psychology, 13, 943838.

Yang, L., & Xin, T. (2022). Changing educational assessments in the post‐COVID‐19 era: From assessment of learning (AoL) to assessment as learning (AaL). Educational Measurement: Issues and Practice, 41(1), 54–60.

Zaeni, A., Sari, N. H. M., Syukron, A. A., Fahmy, A. F. R., Prabowo, D. S., Ali, F., & Faradhillah, N. (2023). Kurikulum Merdeka pada Pembelajaran di Madrasah. Penerbit NEM.

Zein, M. (2019). The Quality of Assessment Instrument on The Implementation of Integrated Curriculum at UIN Suska Riau. Edukasia: Jurnal Penelitian Pendidikan Islam, 14(2), 333–350.

Zhang, Z. V., & Hyland, K. (2022). Fostering student engagement with feedback: An integrated approach. Assessing Writing, 51, 100586.

Zhao, Q., Wang, J.-L., & Liu, S.-H. (2022). A new type of remedial course for improving university students’ learning satisfaction and achievement. Innovations in Education and Teaching International, 59(6), 711–723.

DOI: http://dx.doi.org/10.21043/edukasia.v19i1.24831

Refbacks

There are currently no refbacks.

Indexed By:

Edukasia: Jurnal Penelitian Pendidikan Islam published by Islamic Religious Education Study Program, Tarbiyah Faculty of IAIN Kudus is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Username
Password
Remember me