The effectiveness of the tahriri examination as an instrument for measuring students' understanding at Al-Hikmah Tulungagung Islamic Boarding School
Keywords:
Tahriri examination, Learning assessment, Students' level of understanding, Santri, Islamic boarding schoolAbstract
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.
Downloads
References
Aflalo, E. (2021). Students generating questions as a way of learning. Active Learning in Higher Education, 22(1), 63–75. https://doi.org/10.1177/1469787418769120
Alfiyah, N., Zuhriyah, I. A., & Chalishah, N. D. (2025). Validity and reliability analysis: Measuring the accuracy and consistency of instruments for the evaluation of Islamic religious education tests. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 8(3), 2672–2679. https://doi.org/10.54371/jiip.v8i3.7230
Awang, A. B., Jalil, M. S. B., Satari, H. B., & Ahmad, M. H. S. B. (2025). The effectiveness of the Plus Tahfiz programme in strengthening Quran memorisation and its impact on students’ academic performance. Al-Bayan: Journal of Qur’an and Hadith Studies, 23(3), 426–446. https://doi.org/10.1163/22321969-12342304
Bao, L., Koenig, K., Xiao, Y., Fritchman, J., Zhou, S., & Chen, C. (2022). Theoretical model and quantitative assessment of scientific thinking and reasoning. Physical Review Physics Education Research, 18(1), 010115. https://doi.org/10.1103/PhysRevPhysEducRes.18.010115
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
Febriani, S. R., & Widayanti, R. (2021). Evaluation of Arabic learning based on multiple intelligences classroom. International Journal of Arabic Language Teaching, 2(02), 131. https://doi.org/10.32332/ijalt.v2i02.2486
Ghozali, I. (2006). Aplikasi analisis multivariate dengan program SPSS. Badan Penerbit Universitas Diponegoro.
Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial least squares structural equation modeling (PLS-SEM) using R. Springer International Publishing. https://doi.org/10.1007/978-3-030-80519-7
Halperin, A. (2020). Mastery-based testing in calculus with a final exam component. PRIMUS, 30(8–10), 1017–1039. https://doi.org/10.1080/10511970.2019.1700575
Heber, S., Grasl, M. C., & Volf, I. (2023). A successful intervention to improve conceptual knowledge of medical students who rely on memorization of disclosed items. Frontiers in Physiology, 14. https://doi.org/10.3389/fphys.2023.1258149
Hughes, D. J. (2018). Psychometric validity. In The Wiley handbook of psychometric testing (pp. 751–779). Wiley. https://doi.org/10.1002/9781118489772.ch24
Immonen, K., Oikarainen, A., Tomietto, M., Kääriäinen, M., Tuomikoski, A.-M., Kaučič, B. M., Filej, B., Riklikiene, O., Flores Vizcaya-Moreno, M., Perez-Cañaveras, R. M., De Raeve, P., & Mikkonen, K. (2019). Assessment of nursing students’ competence in clinical practice: A systematic review of reviews. International Journal of Nursing Studies, 100, 103414. https://doi.org/10.1016/j.ijnurstu.2019.103414
Kaur, H., Nori, H., Jenkins, S., Caruana, R., Wallach, H., & Wortman Vaughan, J. (2020). Interpreting interpretability: Understanding data scientists’ use of interpretability tools for machine learning. Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 1–14. https://doi.org/10.1145/3313831.3376219
Khan, H. F., Qayyum, S., Beenish, H., Khan, R. A., Iltaf, S., & Faysal, L. R. (2025). Determining the alignment of assessment items with curriculum goals through document analysis by addressing identified item flaws. BMC Medical Education, 25(1), 200. https://doi.org/10.1186/s12909-025-06736-4
Ma, L.-L., Wang, Y.-Y., Yang, Z.-H., Huang, D., Weng, H., & Zeng, X.-T. (2020). Methodological quality (risk of bias) assessment tools for primary and secondary medical studies: What are they and which is better? Military Medical Research, 7(1), 7. https://doi.org/10.1186/s40779-020-00238-8
Muslimah, M., Sulalah, I. A., Rohmawati, R., Sofi, N., & Zunairoh, Y. (2025). Best practice of summative assessment for Arabic writing proficiency: Evidence from Pondok Pesantren Modern Ar-Rahmah Kediri, Indonesia. Asalibuna, 8(02), 48–62. https://doi.org/10.30762/asalibuna.v8i02.5221
Sagala, P. N., & Andriani, A. (2019). Development of higher-order thinking skills (HOTS) questions of probability theory subject based on Bloom’s taxonomy. Journal of Physics: Conference Series, 1188, 012025. https://doi.org/10.1088/1742-6596/1188/1/012025
Schuwirth, L. W. T., & van der Vleuten, C. P. M. (2018). How to design a useful test. In Understanding medical education (pp. 275–289). Wiley. https://doi.org/10.1002/9781119373780.ch20
Seyaningsih, N., & Sari, W. A. K. (2021). Development of the assessment model based on order thinking skills (HOTS) to measure students’ critical thinking. Journal of Physics: Conference Series, 1776(1), 012022. https://doi.org/10.1088/1742-6596/1776/1/012022
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Yang, F., & Li, F. W. B. (2018). Study on student performance estimation, student progress analysis, and student potential prediction based on data mining. Computers & Education, 123, 97–108. https://doi.org/10.1016/j.compedu.2018.04.006
Yu, H. (2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1181712
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Eva Kumalasari, Nayla Wirdatun Ni’ammah, Chusnul Chotimah (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
