Kurikulum berfungsi sebagai alat dalam mencapai keberhasilan pendidikan. Salah satu aspek keberhasilan pendidikan adalah berbentuk afektif. Afektif menyangkut sikap dan tingkah laku. Standar sikap dan tingkah laku tidaklah dapat diukur secara terencana dan terprogram. Segala aktivitas pembelajaran yang tidak tertulis dan terprogram lebih dikenal dengan istilah kurikulum tersembunyi. Kurikulum tersembunyi tidak dapat dilihat dan sifatnya non akademik. Kurikulum tersembunyi membutuhkan aktualisasi diri peserta didik dan pendidik sebagai makhluk ciptaan Tuhan yang mampu mengedepankan nilai-nilai ruhiyah dan insaniah. Cara yang dapat dilakukan adalah internalisasi pendekatan humanis. Pendekatan humanis menjunjung tinggi prinsip fitrah dan rasional sehingga menciptakan manusia yang mempunyai keunggulan, keutamaan dan keistimewaan.
Implementation of authentic assessment is motivated emergence of KTSP curriculum changes into the curriculum of 2013. Curriculum 2013 seeks to enhance authentic assessment standards. Emphasis on the authentic assessment of learning outcomes. This study aims to determine the implementation of authentic assessment on the Curriculum 2013 in public senior high school/SMA Negeri 1 Hutabargot Mandailing Natal district . The research method is descriptive qualitative. Subjects were teacher of Islamic education in public senior high school/SMA Negeri 1 Hutabargot counties Christmas Apparatus Mandailings Civil State (ASN). Data collected through observation, interviews, and documentation. The results showed the implementation of authentic assessment on the Curriculum 2013 in accordance with the technique, instruments and processes. Attitude assessment techniques is observed using a check list. Ratings knowledge using verbal and written tests. Skills assessment using tests, a list of scale
This study examined the reliability and validity of a measure of classroom incivility within an Indonesian context. Data were collected from 334 participants through two stages of online questionnaire distribution. The measurement quality was evaluated through seven stages of partial least squares confirmatory composite analysis (PLS-CCA). Our findings confirm the multidimensionality of classroom incivility (class disruption, disrespectful communication, integrity violation, and use of the cell phone). In addition, all sub-scales of classroom incivility were negatively related to civility and prosocial behavior, and no significant difference was found between male and female students. Higher education institutions in Indonesia can use this instrument as a supplementary tool to evaluate the level of classroom incivility. We also discuss its practical implications in educational settings in general and offer suggestions for future research on classroom incivility in non-Western countries.
Islamic education never stops in arranging themselves towards change and development in accordance with the times. For that Islamic education find a new paradigm through reactive and defensive nature of the answer and defend the truth. In this case Islamic education should be able to make the concept and contains the basic values of the strategic and proactive and anticipatory, precedes the development of problems that will appear in the future, should also be able to defend the basic values true and is believed to be maintained and developed. Basic values embodied in the Qur'an and Sunnah and able to develop primordial testimony to the community and nation come about through education that serve as the media in educating the nation's children. The values of sound policies will not be timeless and age so that they can be instrumental in achieving success though many Islamic educational futurology found social issues, politics, education and the impact of globalization and the discovery of the true identity of the nation.Keywords: I'jaz Qur'an, Sayyid Qutb, Futurology Education Abstrak Pendidikan Islam tidak pernah berhenti dalam mengatur diri sendiri terhadap perubahan dan perkembangan sesuai dengan perkembangan zaman. Untuk itu pendidikan Islam menemukan paradigma baru melalui alam yang reaktif dan defensif dari jawaban dan membela kebenaran. Dalam hal ini pendidikan Islam harus mampu membuat konsep dan mengandung nilai-nilai dasar strategis dan proaktif dan antisipatif, mendahului perkembangan masalah yang akan muncul di masa depan, juga harus mampu mempertahankan nilai-nilai dasar yang benar dan diyakini dipertahankan dan dikembangkan. Nilai-nilai dasar yang terkandung dalam Al-Qur'an dan Sunnah dan mampu mengembangkan kesaksian primordial kepada masyarakat dan bangsa muncul melalui pendidikan yang berfungsi sebagai media dalam mendidik anak-anak bangsa. Nilai-nilai kebijakan yang baik tidak akan lekang oleh waktu dan usia sehingga mereka dapat berperan dalam mencapai kesuksesan meskipun banyak futurolog pendidikan Islam ditemukan masalah-masalah sosial, politik, pendidikan dan dampak globalisasi dan penemuan identitas bangsa.
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