Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal AL ISHLAH Jurnal Pendidikan Jurnal Cendekia : Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam
Nurdi, Nurdi
Unknown Affiliation
Religion Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Persepsi Guru Terhadap Implementasi Kurikulum Merdeka dalam Pembelajaran PAI dan Budi Pekerti di Sekolah Dasar Hidayati, Zuhriyyah; Nurdi, Nurdi
CENDEKIA Vol. 15 No. 01 (2023): Cendekia 2023
Publisher : Fakultas Agama Islam Universitas Billfath

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (384.736 KB) | DOI: 10.37850/cendekia.v15i01.442

Abstract

This study aims to describe the perceptions of Islamic Religious Education teachers towards the implementation of the Kurikuulum Merdeka in PAI dan Budi Pekerti learning activities. The method used is the descriptive method. Using a purposive sampling technique, the research sample consisted of 21 Islamic Religious Education teachers and Elementary School Budi Pekerti in Turi District. Data on teacher perceptions were collected through questionnaires and interviews. The data collected was then analyzed by descriptive analysis. The results showed that most of the participants (85.7%) agreed to the implementation of the Kurikulum Merdeka in schools and acknowledged the advantages contained in the Kurikulum Merdeka, but only some (39.5%) of the participants were able to understand and apply the key concepts in learning activities consistently. This is because participants experience difficulties understanding learning outcomes, reducing CP to TP and ATP, as well as difficulties in preparing lesson plans/modules, and assessments based on the Kurikulum Merdeka. Another obstacle is the limited facilities and infrastructure and teachers’ low IT ability. These findings indicate that socialization and training on the Kurikulum Merdeka alone are not enough, but there needs to be a consistent mentoring program for teachers so that they can implement the Kurikulum Merdeka in the teaching and learning process consistently.
Assessing the Assessor: Investigating Formative Assessment Literacy Among Islamic Education Teachers in Lamongan, Indonesia Hidayati, Zuhriyyah; Nurdi, Nurdi; Kusaeri, Kusaeri; Suparto, Suparto; Malyuna, Sita Isna
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7933

Abstract

Formative assessment literacy is essential for effective and student-centered instruction, yet limited research explores its application within religious education. This study investigates the level of formative assessment literacy among Islamic Education (PAI) teachers in Lamongan, East Java, focusing on three dimensions: conceptual understanding, practical implementation, and socio-emotional awareness. A descriptive quantitative design was employed, involving 263 PAI teachers from elementary to secondary levels. Data were collected using a validated Likert-scale questionnaire adapted from the Teacher Formative Assessment Literacy Scale (TFALS). Descriptive statistics and linear regression analysis were used to examine literacy levels and the predictive contribution of each dimension. The results show that PAI teachers exhibit high levels of formative assessment literacy across all three dimensions, with mean scores exceeding 5 on a 6-point scale. Regression analysis confirmed that each dimension significantly and independently contributes to teachers’ perceptions of formative assessment. However, interaction effects between dimensions were not significant, indicating limited cross-dimensional integration. These findings suggest that while PAI teachers possess strong individual competencies in assessment, holistic integration remains a challenge. Professional development should therefore address not only technical knowledge but also foster reflective and emotional capacities. Strengthening these areas can support more inclusive, ethical, and responsive assessment practices, particularly in value-based educational contexts such as Islamic education.
Co-Authors Hidayati, Zuhriyyah Kusaeri Kusaeri Malyuna, Sita Isna Suparto Suparto