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All Journal PAEDAGOGIA Ar-Rasyid: Jurnal Pendidikan Agama Islam
Retno Try Purnawati
Universitas Islam Negeri Sunan Kalijaga
Religion Education Languange, Linguistic, Communication & Media

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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
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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.
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 Evi Sulfaningsih Indra Fajar Nurdin Mahmud Arif Muhammad Nur Najimi Nurhidayat Nurhidayat Siti Sahra Tasman Hamami