Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal PAEDAGOGIA Pendas : Jurnah Ilmiah Pendidikan Dasar Ar-Rasyid: Jurnal Pendidikan Agama Islam
Retno Try Purnawati
Universitas Islam Negeri Sunan Kalijaga
Religion Education Languange, Linguistic, Communication & Media Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The Urgency of Diagnostic Assessment in Improving the Quality of Learning in Islamic Religious Education Evi Sulfaningsih; Tasman Hamami; Nurhidayat Nurhidayat; Siti Sahra; Retno Try Purnawati
-
Publisher : AR-RASYID : Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/arrasyid.v6i1.29497

Abstract

This study aims to analyze the urgency of diagnostic assessment in improving the quality of Islamic Religious Education (PAI) learning. The background of this research lies in the low quality of PAI learning, which remains predominantly cognitive-oriented while neglecting the integration of knowledge, religious attitudes, and worship skills. This study employed a library research method with content analysis using the Miles Huberman interactive model. The findings reveal four main urgencies of diagnostic assessment. First, it supports differentiated learning by mapping students’ initial abilities. Second, it provides the foundation for remediation and enrichment according to learners’ needs. Third, it increases learning motivation by aligning instruction with students’ conditions. Fourth, it fosters Islamic character formation through the integration of cognitive and non-cognitive. These results affirm that diagnostic assessment is not merely a technical tool but a fundamental strategy to achieve national education goals and support the implementation of the Merdeka Curriculum.
IMPLEMENTASI ASESMEN PENDIDIKAN AGAMA ISLAM DI SDN RINGINSARI Evi Sulfaningsih; Muhammad Zaki Ridho Djakfar; Siti Sahra; Adisti Anggraini; Izzadheva Ratu Haramain; Nurhidayat; Retno Try Purnawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48613

Abstract

This study aims to analyze the implementation of assessment in Islamic Religious Education (PAI) learning at SDN Ringinsari, covering the stages of planning, implementation, processing and reporting of assessment results, as well as reflection and follow-up. The research employed a descriptive qualitative approach with the Islamic Religious Education teacher as the main informant selected through purposive sampling. Data were collected through observations, interviews, and documentation, then analyzed using the Miles and Huberman interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that the assessment process has generally been implemented in accordance with the principles of the Merdeka Curriculum. Teachers have designed assessments based on learning objectives and utilized diagnostic, formative, and summative assessments supported by digital media such as Quizizz and Kahoot. The processing and reporting of assessment results were conducted through e-Rapor and supported by Microsoft Excel as backup documentation. In addition, teachers carried out reflective practices and follow-up actions through remedial and enrichment programs. However, several challenges remain, particularly in implementing differentiated and authentic assessments for students with diverse learning needs. Therefore, optimization is still needed in developing more systematic assessment instruments, holistic reporting, and adaptive follow-up strategies to improve the quality of Islamic Religious Education learning sustainably.
Flipped Classroom in Islamic Higher Education: Learning Readiness and Self-Regulated Learning among Islamic Religious Education Students Retno Try Purnawati; Indra Fajar Nurdin; Mahmud Arif; Muhammad Nur Najimi
PAEDAGOGIA Vol 29, No 2 (2026): PAEDAGOGIA Jilid 29 No 2 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i2.119509

Abstract

Learning in higher education still faces challenges in the form of low learning readiness and student learning independence, especially in the Islamic Religious Education Study Program (PAI). Students tend to be passive and depend on lecturers as the main source of knowledge so that the learning process has not been optimally student-centered. This study aims to analyze the application of Flipped Classroom in PAI students, analyze the dynamics of learning readiness, and explore the development of student learning independence during the application of this method. The research uses a qualitative approach with an analytical descriptive type. The research subjects were six students of the fourth semester PAI Study Program who took the Tarikh Tasyri' course through the Flipped Classroom model, selected using the purposive sampling technique. Data collection was carried out through triangulation techniques that included passive participatory observation, in-depth interviews, and documentation. Data analysis refers to the interactive model of Miles, Huberman, and Saldaña through the stages of data condensation, data presentation, and conclusion drawn, and its validity is guaranteed through triangulation techniques and member checking. The results of the study showed that the Flipped Classroom makes a positive contribution to student learning readiness through four Slameto indicators, namely physical condition, mental condition, emotional condition, as well as needs, motives, and goals. In addition, student learning independence develops through Zimmerman's three stages of self-regulated learning, namely forethought, performance, and self-reflection. Thus, Flipped Classroom contributes to encouraging PAI students to be more active, ready, and independent in the learning process.
Co-Authors Adisti Anggraini Evi Sulfaningsih Indra Fajar Nurdin Izzadheva Ratu Haramain Mahmud Arif Muhammad Nur Najimi Muhammad Zaki Ridho Djakfar Nurhidayat Nurhidayat Nurhidayat Siti Sahra Tasman Hamami