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Hafidz Al Faqih
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KODE ETIK GURU DAN DAMPAKNYA TERHADAP MOTIVASI BELAJAR SISWA DI ERA KURIKULUM MERDEKA Hafidz Al Faqih; M. Wildan Ahfadh; Fadhilatul Fauziah; Nur Khasanah
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.v11i02.52925

Abstract

The teacher's code of ethics is a set of norms and values that serves as a guide for teachers' professional conduct. This study aims to analyze the impact of the implementation of the teacher's code of ethics on student learning motivation in the Merdeka Curriculum era through a literature review approach. The method used is a literature study by examining various academic sources including books, scientific journals, and relevant education policy documents. The findings indicate that the teacher's code of ethics, particularly in the dimensions of honesty, fair assessment, and respect for student uniqueness, is closely related to the development of students' intrinsic motivation. Gaps between ethical values that teachers are expected to uphold and actual classroom practices potentially create a learning climate that is not conducive to student development. This study also finds that the Merdeka Curriculum provides broader space while simultaneously demanding a deeper understanding of professional ethics from every teacher. Therefore, strengthening the teacher's code of ethics needs to be explicitly integrated into teacher professional development programs, particularly in the context of implementing the Merdeka Curriculum at the secondary education level.
MODEL PEMBELAJARAN STUDENT-CENTERED DALAM PAI Puji Roudlotul Adni; Hilal Tafattuhil Arzaq; Irsyad Kama Fahreza; Hafidz Al Faqih; Nabila Salsa Hidayah; Faiq Agustian Hamda; Rodianto
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54155

Abstract

The shift in educational paradigms in the modern era demands a learning process that is no longer teacher-centered, but rather provides more space for students to be involved in building their own knowledge. The Student-Centered Learning model comes as a learning approach that positions students as the main subjects in the learning process through active, reflective, collaborative, and contextual activities. The aim of this study is to describe the student-centered learning model in Islamic Religious Education (PAI). This research uses a qualitative approach with a literature study method. The findings indicate that in the context of Islamic Religious Education, the student-centered approach allows the learning process to go beyond simply delivering normative material, developing instead into a process of internalizing Islamic values through learning experiences that are close to the students' lives. Students are encouraged to understand the meaning of religious teachings more deeply, reflectively, and practically, so that religious awareness is formed not just as a formality but is also reflected in daily attitudes and behaviors. In this way, Student-Centered Learning is seen as a learning approach that can be relevant in shaping students who are critical, creative, adaptive, and have a strong religious character in line with the demands of 21st-century education.
PERENCANAAN EVALUASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERBASIS HIGER ORDER THINKING SKILLS (HOTS) MENINGKATKAN KEMAMPUAN BERFIKIR KRITIS PESERTA DIDIK Luna Aiswara; Sikha Nur Inayah; Agus Nur Kholis; Hafidz Al Faqih; Ma’mun Hanif
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56785

Abstract

This study aims to examine the concept, planning, implementation, and contribution of Higher Order Thinking Skills (HOTS)-based assessment in Islamic Religious Education (IRE) learning to improve students' critical thinking skills. This research employed a qualitative approach using a library research method. Data were collected through the review of various relevant literature sources, including books, scientific journals, articles, and previous research findings, and were analyzed using content analysis techniques. The results indicate that HOTS-based assessment planning in IRE learning is conducted systematically through determining assessment objectives, formulating indicators, developing test blueprints, constructing assessment instruments, and selecting appropriate assessment techniques. HOTS-based assessment focuses on students' abilities to analyze (C4), evaluate (C5), and create (C6) according to the revised Bloom’s Taxonomy. The implementation of HOTS-based assessment in IRE learning can be carried out through various strategies, such as Problem-Based Learning, Project-Based Learning, and Inquiry Learning, which encourage students to think critically, creatively, and solve problems based on Islamic values. Therefore, HOTS-based assessment contributes significantly to the development of students' critical, reflective, and creative thinking skills, enabling them to face life challenges more wisely and contextually.
Co-Authors Agus Nur Kholis Fadhilatul Fauziah Faiq Agustian Hamda Hilal Tafattuhil Arzaq Irsyad Kama Fahreza Luna Aiswara M. Wildan Ahfadh Ma’mun Hanif Nabila Salsa Hidayah Nur Khasanah Puji Roudlotul Adni Rodianto, Rodianto Sikha Nur Inayah