Syafira Aulia, Nazriel Rahman Al-Fa’th, Doni Nugraha, Muhammad Fauzan Nur Ilham, Arbansyah Arbansyah

Penerapan Metode Analytic Hierarchy Process (AHP) dalam Penentuan Nilai Akhir Mahasiswa

Introduction

Penerapan metode analytic hierarchy process (ahp) dalam penentuan nilai akhir mahasiswa. Tingkatkan objektivitas & transparansi penilaian akademik! Penelitian ini menerapkan Analytic Hierarchy Process (AHP) untuk menentukan nilai akhir mahasiswa secara sistematis dan terukur.

Abstract

Penentuan nilai akhir mahasiswa merupakan komponen esensial dalam sistem evaluasi akademik di perguruan tinggi, karena berperan signifikan dalam mencerminkan kualitas pembelajaran. Penelitian ini bertujuan untuk mengimplementasikan metode Analytic Hierarchy Process (AHP) sebagai pendekatan sistematis dalam pengambilan keputusan terkait penilaian akhir mahasiswa. Data yang digunakan bersifat dummy untuk menekankan proses penerapan algoritma AHP. Analytic Hierarchy Process dipilih sebagai metode utama karena memiliki kemampuan untuk mengakomodasi kriteria penilaian dengan bobot yang bervariasi, meliputi aspek tugas, ujian tengah semester, ujian akhir, kuis, serta proyek akhir. Implementasi ini diharapkan mampu menyediakan sistem penilaian yang lebih terstruktur, transparan, dan dapat dipertanggungjawabkan. Hasil penelitian mengindikasikan bahwa Analytic Hierarchy Process memberikan kontribusi signifikan terhadap peningkatan keakuratan, objektivitas, dan transparansi dalam proses evaluasi akademik. Dengan demikian, Analytic Hierarchy Process dinilai efektif sebagai solusi strategis dalam menghasilkan keputusan penilaian akhir yang obyektif, terukur, dan dapat diterima secara akademik.

Review

This paper presents a timely and relevant exploration into the application of the Analytic Hierarchy Process (AHP) for determining final student grades, a critical component of academic evaluation. The authors aim to introduce AHP as a systematic and transparent approach to decision-making in grading, recognizing its potential to reflect the quality of learning more accurately. The use of AHP is particularly highlighted for its ability to accommodate diverse assessment criteria—such as tasks, mid-terms, final exams, quizzes, and projects—each potentially carrying varying weights, which is a common challenge in higher education assessment. The conceptual framework articulated suggests significant potential for improving the rigor and fairness of grading. By leveraging AHP, the study proposes a system capable of delivering more structured, transparent, and accountable evaluations. The abstract claims that AHP contributes significantly to increased accuracy, objectivity, and transparency, ultimately leading to final grades that are more measurable, objective, and academically justifiable. This represents a promising step towards mitigating subjectivity in grading and fostering greater trust in the evaluation process. However, a notable limitation acknowledged by the authors is the exclusive reliance on dummy data to demonstrate the AHP algorithm's application. While this approach effectively illustrates the methodological steps, it prevents a robust, empirical validation of the claimed enhancements in accuracy, objectivity, and transparency within a real-world academic setting. To strengthen the paper's impact and solidify its contributions, future research should incorporate actual, anonymized student data to rigorously test and compare AHP against existing grading methods. Furthermore, exploring the practical implementation challenges and user-friendliness for educators, along with potential comparisons to other multi-criteria decision-making techniques, would significantly enhance the paper's strategic value and practical applicability.

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