Academic Honesty-Based Evaluation in a Pesantren Using Tyler’s Evaluation Model

Abstract

Concerns about grade inflation have raised questions about the extent to which educational evaluation reflects students’ actual competencies. In contrast to such practices, Pondok Pesantren Ali bin Abi Thalib maintains an evaluation system grounded in academic honesty and objective assessment. This study aims to analyze the pesantren’s evaluation system through Ralph Tyler’s goal-oriented evaluation model. This research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, observations, and documentation involving teachers, pesantren administrators, and students, and were analyzed using the interactive model of Miles and Huberman. The findings indicate that students’ scores are determined based on their demonstrated competencies without administrative manipulation. Low scores are retained as authentic assessment results and are used to identify students’ learning needs and provide academic reinforcement through mentoring, material repetition, and additional learning sessions. The evaluation system also regulates students’ progression in kitab kuning studies based on competency mastery rather than administrative advancement. From Tyler’s perspective, the evaluation practices demonstrate alignment among educational objectives, learning experiences, the organization of learning experiences, and assessment. The findings further indicate that academic honesty-based evaluation is associated with the development of substantive competency, intellectual awareness, and moral responsibility. The study highlights the potential of a competency-oriented and ethically grounded evaluation system to support continuous learning improvement in pesantren education.