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All Journal IJoASER (International Journal on Advanced Science, Education, and Religion) Indonesian Journal of Innovation Studies Jurnal Al-Qiyam Jurnal Tana Mana IJOCE: Indonesia Journal of Civic Education Jurnal Penelitian Ilmu Pendidikan Indonesia TOFEDU: The Future of Education Journal Semar : Jurnal Sosial dan Pengabdian Masyarakat Ghaitsa: Islamic Education Journal Jurnal Pendidikan dan Profesi Keguruan
Wiwinda, Wiwinda
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Religion Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Readiness of Islamic Religious Education Teachers to Implement the Independent Curriculum Assessment at Elementary School 99, Bengkulu City Lidya, Lidya; Bonita, Eva; Wiwinda, Wiwinda; Yulizah, Yosi
International Journal on Advanced Science, Education, and Religion Vol 8 No 1 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i1.1600

Abstract

This study aims to describe teacher readiness in implementing the Independent Curriculum assessment. A descriptive qualitative approach was used at SDN 99, Bengkulu City, using data from Islamic Religious Education (PAI) teachers and the principal. The results indicate that teachers at SDN 99, Bengkulu City, have basic readiness to implement the Independent Curriculum assessment. This is evident in their understanding of assessment concepts, including diagnostic, formative, and summative assessments, and their efforts to implement them in their lessons. Teachers have also developed lesson plans through teaching modules that include learning objectives, CP, ATP, and assessment plans. Furthermore, teachers demonstrate a positive attitude toward curriculum changes and strive to implement various assessment methods, such as observation, assignments, discussions, and tests, to assess student learning processes and outcomes. However, the implementation of these assessments has not been fully optimized due to various obstacles, such as time constraints, administrative burdens, lack of technical understanding, and skills in documentation and feedback. Formative assessments have not been well documented, while summative assessments are still more dominant than other types of assessment. Therefore, it is necessary to improve teacher competency through continuous training, mentoring, and strengthening learning communities.
The Role of Deep Learning Strategies in Improving Student Activeness in The Islamic Learning Process at State Elementary School 82, Bengkulu City Mayoli, Prima Wiza; Lestari, Yena Eka; Wiwinda, Wiwinda; Amaliyah, Aam
International Journal on Advanced Science, Education, and Religion Vol 8 No 1 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i1.1598

Abstract

This study aims to describe the role of deep learning strategies in increasing student engagement in the learning process at SD Negeri 82, Bengkulu City. The background of this study is based on the low level of student participation in learning activities, such as asking questions, discussing, and expressing opinions, due to the dominant lecture method still used by teachers. The study used a descriptive qualitative method with data collection techniques in the form of participant observation, in-depth interviews, and documentation. Data analysis was carried out using the Miles & Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results showed that the application of deep learning, which includes the stages of exploration, interpretation, decision-making, and reflection, significantly increased student engagement. Students became more confident in expressing opinions, actively asking questions, and engaging in group discussions. Learning also became more meaningful through project activities, reflection, and the use of trigger questions. Barriers such as differences in students' initial abilities and limited resources can be overcome through scaffolding, the use of simple media, and strengthening the role of teachers as facilitators. This study concludes that the deep learning strategy is effectively implemented at SDN 82 Bengkulu City to foster student engagement and is relevant to the demands of 21st-century learning.
Readiness of Islamic Religious Education Teachers to Implement the Independent Curriculum Assessment at Elementary School 99, Bengkulu City Lidya, Lidya; Bonita, Eva; Wiwinda, Wiwinda; Yulizah, Yosi
International Journal on Advanced Science, Education, and Religion Vol 8 No 1 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i1.1600

Abstract

This study aims to describe teacher readiness in implementing the Independent Curriculum assessment. A descriptive qualitative approach was used at SDN 99, Bengkulu City, using data from Islamic Religious Education (PAI) teachers and the principal. The results indicate that teachers at SDN 99, Bengkulu City, have basic readiness to implement the Independent Curriculum assessment. This is evident in their understanding of assessment concepts, including diagnostic, formative, and summative assessments, and their efforts to implement them in their lessons. Teachers have also developed lesson plans through teaching modules that include learning objectives, CP, ATP, and assessment plans. Furthermore, teachers demonstrate a positive attitude toward curriculum changes and strive to implement various assessment methods, such as observation, assignments, discussions, and tests, to assess student learning processes and outcomes. However, the implementation of these assessments has not been fully optimized due to various obstacles, such as time constraints, administrative burdens, lack of technical understanding, and skills in documentation and feedback. Formative assessments have not been well documented, while summative assessments are still more dominant than other types of assessment. Therefore, it is necessary to improve teacher competency through continuous training, mentoring, and strengthening learning communities.
The Impact of Using Kahoot Application as an Interactive Learning Media in Improving the Digital Literacy Abilities of Elementary School Students Soenario, Aulia Putri; Mardiani, Yena; Randi, Randi; Wiwinda, Wiwinda; Widiyanti, Dini
International Journal on Advanced Science, Education, and Religion Vol 8 No 1 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i1.1588

Abstract

This study aims to examine the impact of using the Kahoot application as an interactive learning medium in improving the digital literacy skills of elementary school students, particularly in the dimensions of critical thinking, digital collaboration, and digital ethics. The main problem behind this study is the passive participation of students and the lack of variety of digital learning media at SDN 76, Bengkulu City. The method used is a quantitative approach with a quasi-experimental design involving 39 third-grade students who were divided into an experimental group and a control group. The sampling technique was carried out using purposive sampling, while data collection used test instruments (pre-test and post-test), observation, and documentation. The results showed that the use of Kahoot significantly improved students' digital literacy, where the average score increased drastically from 30% in the initial stage to 75% after the intervention. Statistical analysis through a t-test showed a significance value of 0.000 (<0.05), which proved a very significant difference in ability due to the use of interactive media. The research instrument was also proven to be very reliable with a Cronbach's Alpha value of 0.974. In conclusion, Kahoot is effective not only in increasing active engagement and motivation to learn through gamification elements, but also as a powerful tool for developing basic operational skills, information navigation, and digital ethics awareness in elementary school students.
The Role of Deep Learning Strategies in Improving Student Activeness in The Islamic Learning Process at State Elementary School 82, Bengkulu City Mayoli, Prima Wiza; Lestari, Yena Eka; Wiwinda, Wiwinda; Amaliyah, Aam
International Journal on Advanced Science, Education, and Religion Vol 8 No 1 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i1.1598

Abstract

This study aims to describe the role of deep learning strategies in increasing student engagement in the learning process at SD Negeri 82, Bengkulu City. The background of this study is based on the low level of student participation in learning activities, such as asking questions, discussing, and expressing opinions, due to the dominant lecture method still used by teachers. The study used a descriptive qualitative method with data collection techniques in the form of participant observation, in-depth interviews, and documentation. Data analysis was carried out using the Miles & Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results showed that the application of deep learning, which includes the stages of exploration, interpretation, decision-making, and reflection, significantly increased student engagement. Students became more confident in expressing opinions, actively asking questions, and engaging in group discussions. Learning also became more meaningful through project activities, reflection, and the use of trigger questions. Barriers such as differences in students' initial abilities and limited resources can be overcome through scaffolding, the use of simple media, and strengthening the role of teachers as facilitators. This study concludes that the deep learning strategy is effectively implemented at SDN 82 Bengkulu City to foster student engagement and is relevant to the demands of 21st-century learning.
Readiness of Islamic Religious Education Teachers to Implement the Independent Curriculum Assessment at Elementary School 99, Bengkulu City Lidya, Lidya; Bonita, Eva; Wiwinda, Wiwinda; Yulizah, Yosi
International Journal on Advanced Science, Education, and Religion Vol 8 No 1 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i1.1600

Abstract

This study aims to describe teacher readiness in implementing the Independent Curriculum assessment. A descriptive qualitative approach was used at SDN 99, Bengkulu City, using data from Islamic Religious Education (PAI) teachers and the principal. The results indicate that teachers at SDN 99, Bengkulu City, have basic readiness to implement the Independent Curriculum assessment. This is evident in their understanding of assessment concepts, including diagnostic, formative, and summative assessments, and their efforts to implement them in their lessons. Teachers have also developed lesson plans through teaching modules that include learning objectives, CP, ATP, and assessment plans. Furthermore, teachers demonstrate a positive attitude toward curriculum changes and strive to implement various assessment methods, such as observation, assignments, discussions, and tests, to assess student learning processes and outcomes. However, the implementation of these assessments has not been fully optimized due to various obstacles, such as time constraints, administrative burdens, lack of technical understanding, and skills in documentation and feedback. Formative assessments have not been well documented, while summative assessments are still more dominant than other types of assessment. Therefore, it is necessary to improve teacher competency through continuous training, mentoring, and strengthening learning communities.
Co-Authors Adi Saputra Afriani, Shilva Alamsyah, Piki Amaliyah, Aam Andang Sunarto Auliya, Siti Khairiyatul Aziz Bin Mustamin, Abdul bin Mustamin, Abdul Aziz Bonita, Eva Deka Fachrozi, Ahmad Fitrianah, Rossi Delta Friantary, Heny Hodijah, Ai Siti Jelita, Dian Lestari, Yena Eka Lidya, Lidya Mardiani, Yena Mayoli, Prima Wiza Mukhasonah, Putri Mustriana Nirwana, Evi Silva Nurhalimah, Ullik Prastia, Maudi Yolanda Rahayu, Septi Randi, Randi Sari, Chintya Soenario, Aulia Putri Soleha, Anisa Putri Susilawati, Susilawati Widiyanti, Dini Yani, Selvi Yulizah, Yosi