Pengembangan Perangkat Evaluasi Pembelajaran Pendidikan Agama Islam dalam Konteks Kurikulum 2013 Revisi

Mardiana, Dina; Sutiâ€TMah, Sutiâ€TMah

doi:10.26555/almisbah.v8i2.1959

Cited by 3 publications

(2 citation statements)

References 4 publications

(5 reference statements)

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“…Learning evaluation is classified as formative assessment or formative evaluation because, when considered from its function, it can enhance the teaching program. Formative assessment is an evaluation that is conducted at the conclusion of the program to determine the effectiveness of the teaching and learning process (Mardiana & Suti'ah, 2020). In carrying out evaluations, teachers must carry out evaluations on an ongoing basis, because it is not enough for the evaluation to be carried out only once in one basic competency.…”

Section: Introductionmentioning

confidence: 99%

Formative Test Analysis Of Islamic Religious Education Learning Evaluation Practices (Study At SMP Negeri 1 Muara Kemumu)

Atika,

Rahmaniar,

Muslim

et al. 2023

IJOPATE

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The purpose of formative assessments is to monitor and enhance the learning process while assessing the attainment of learning goals. The purpose of this research is to examine formative assessments on assessment procedures in Islamic Religious Education classes at SMP Negeri 1 Muara Kemumu. This study employs a particular kind of field research. This study use a qualitative descriptive method to explain or characterize a phenomenon. The Islamic Education instructor at SMP Negeri 01 Muara Kemumu is the focus of the study. Subsequently, lesson plans and question sheets are acquired from instructor data. Through documentation, interviews, and observation, data were gathered. to determine if formative assessments are appropriate for PAI learning. Techniques for data analysis include data reduction, data visualization, and conclusions or confirmation. Teachers of Islamic Religious Education at SMP Negeri 01 Muara Kemumu served as the study's informants. The study's findings show that Islamic Religious Education instructors at SMP Negeri 01 Muara Kemumu provide formative assessments following the completion of a topic or chapter. However, the only formative assessment that is utilized is a post-test consisting of essays and multiple choice questions.

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Section: Introductionmentioning

confidence: 99%

Formative Test Analysis Of Islamic Religious Education Learning Evaluation Practices (Study At SMP Negeri 1 Muara Kemumu)

Atika,

Rahmaniar,

Muslim

et al. 2023

IJOPATE

View full text Add to dashboard Cite

show abstract

“…Therefore, this component needs to be pursued systematically, measurably and on target according to learning targets; especially related to design and variety of evaluations. These two criterias are very important to analyze in determining the level of achievement on learning objectives; as indicated in Mardiana & Sutiah's research (Mardiana & Sutiah, 2020).…”

Section: Introductionmentioning

confidence: 99%

THE CHALLENGES OF HIGHER EDUCATION IN INDONESIA AFTER COVID 19: Online and Offline Perspectives; Meaning of Religiosity and Spirituality (Divine Value)

Amiruddin

2023

IJEHSS

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Nowadays, it can be seen and found easily in higher education environment, namely the online learning phenomenon. Since COVID-19 pandemic, online learning has become a very common phenomenon both in public and private higher education. The learning system has become a pattern or design that is "ingrained" in our higher education. The implication made the learning shifts from "the process of changing the student's self" to "only getting cognitive value". As a consequence, the learning process does not touch the substantive dimensions of education that actually provide a foundation of faith and knowledge simultaneously and in integrated manner. Learning is only interpreted as the process of getting a "final grade" symbolizing having carried out learning. For this reason, the researcher tried to provide a reflection on this phenomenon by trying to map out the problems of higher education learning after COVID-19 pandemic; and also tried to explain this problem critically to provide an explanation or description of conditions on education learning after pandemic. Researcher tried to offer a concept to be discussed together as a higher education learning discourse. Indeed, this reflection is focused on observations of the hybrid learning pattern that is oftenly carried out by lecturers at the state and private universities. It can be considered as a form of anxiety regarding the conditions of higher education learning after pandemic; or also as an explanation of the challenges faced by higher education.

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Kurikulum Pendidikan Agama Islam di Sekolah Berasrama

As-Tsauri

Erihadiana

2022

j. penelit. dan pengemb. pendidik.

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Pembelajaran agama terkadang memiliki hambatan dari segi penyampaian oleh guru seperti kurang mampunya guru dalam mengubah materi kognisi agama kepada siswa. Banyak kalangan memberi penilaian bahwa sekolah/madrasah hanya mampu melahirkan insan yang pintar dalam kognitifnya saja namun tidak dapat memunculkan akhlak mulia siswa dalam kehidupan sehari-harinya. Padahal kurikulum kombinasi antara sekolah dan pesantren sudah dirancang agar peserta didik memiliki akhlak mulia. Penelitian ini bertujuan untuk menganalisis pengembangan kurikulum Pendidikan Agama Islam di sekolah asrama. Penelitian ini merupakan penelitian kualitatif deskriptif. Teknik pengumpulan data yang digunakan peneliti adalah metode observasi, wawancara, dan dokumentasi. Subjek penelitian ini adalah wakil kepala bidang kurikulum, guru Pendidikan Agama Islam, dan siswa. Teknik analisis data dengan mereduksi data, menyajikan data, serta verifikasi dan penarikan kesimpulan. Hasil penelitian menunjukkan Kurikulum PAI yang ada digunakan merupakan kurikulum PAI perpaduan antara kurikulum nasional dan kurikulum khas pesantren yang disajikan dalam kegiatan pembelajaran intrakurikuler, ekstrakurikuler, dan kegiatan pembiasaan. Pengembangan kurikulum pendidikan di sekolah asrasa dimulai dari membentuk tim pengembang kurikulum, mendiagnosis kebutuhan peserta didik, dan mengformulasikan tujuan pembelajaran, memilih isi dan sekaligus mengorganisasinya dalam bentuk penentuan kitab-kitab dan kegiatan-kegiatan keagaman.

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Pengembangan Perangkat Evaluasi Pembelajaran Pendidikan Agama Islam dalam Konteks Kurikulum 2013 Revisi

Cited by 3 publications

References 4 publications

Formative Test Analysis Of Islamic Religious Education Learning Evaluation Practices (Study At SMP Negeri 1 Muara Kemumu)

Formative Test Analysis Of Islamic Religious Education Learning Evaluation Practices (Study At SMP Negeri 1 Muara Kemumu)

THE CHALLENGES OF HIGHER EDUCATION IN INDONESIA AFTER COVID 19: Online and Offline Perspectives; Meaning of Religiosity and Spirituality (Divine Value)

Kurikulum Pendidikan Agama Islam di Sekolah Berasrama

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