Assessment and measurement bias in madrasa performance evaluation: Evidence from underdeveloped areas in Indonesia

Authors

  • Eko Wahyunanto Prihono Universitas Islam Negeri Abdul Muthalib Sangadji Ambon, Indonesia https://orcid.org/0000-0002-5768-6600
  • Ridhwan Latuapo Universitas Islam Negeri Abdul Muthalib Sangadji Ambon, Indonesia
  • Fitria Lapele Universitas Islam Negeri Abdul Muthalib Sangadji Ambon, Indonesia
  • Siti Irene Astuti Dwiningrum Universitas Negeri Yogyakarta, Indonesia
  • Janu Arlinwibowo Badan Riset dan Inovasi Nasional, Indonesia
  • Margarito Surbito Reyes Jr. Basilan National High School, Philippines

DOI:

https://doi.org/10.21831/reid.v11i2.71444

Keywords:

assessment, inequality, madrasa performance, underdeveloped areas

Abstract

Inequality is a condition characterized by an unbalanced assessment process. Physical and psychological factors, both those measuring and those being measured, may impact assessment inequality. The purpose of this research was to highlight the potential inequity in the performance assessment of madrasas in underdeveloped areas. A quantitative research design was employed. The data were collected using a questionnaire instrument that had been proven valid and reliable.  Path analysis was used to determine both direct and indirect effects. The findings showed that measurement errors related to the instruments used have a direct positive effect on inequality in the performance assessment of madrasas in underdeveloped areas, as well as an indirect effect mediated through teacher quality. One alternative solution to reducing the imbalance in assessing the performance of madrasas in underdeveloped areas can be implemented through policy dimensions, including macro, meso, and micro dimensions.

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Published

2025-12-05

How to Cite

Prihono, E. W., Latuapo, R., Lapele, F., Dwiningrum, S. I. A., Arlinwibowo, J., & Reyes Jr., M. S. (2025). Assessment and measurement bias in madrasa performance evaluation: Evidence from underdeveloped areas in Indonesia. REID (Research and Evaluation in Education), 11(2), 130-. https://doi.org/10.21831/reid.v11i2.71444

Issue

Vol. 11 No. 2 (2025)

Section

Articles

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