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All Journal Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Al Ishlah Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Biota Jurnal Literasiologi Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia AR-RIAYAH : Jurnal Pendidikan Dasar Jurnal Tana Mana Limas Pendidikan Guru Madrasah Ibtidaiyah IJELaSS: International Journal of Education, Language and Social Scince Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Yulizah, Yosi
Institut Agama Islam Negeri Curup
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology 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.
Learning Culture of Elementary School Students: An Ethnographic Study at MI Nurul Huda Bengkulu City Fitri, Nabilah Aisyah; Hasanah, Annisa Nur; Friantary, Henny; Ahmad, Pahrozi; 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.v8i1.1605

Abstract

Learning culture is an important factor in determining the success of the learning process in elementary schools. This study aims to describe students learning culture and analyze the factors that influence it at MI Nurul Huda, Bengkulu City. This study used a qualitative approach with an ethnographic design. Data collection techniques were carried out through participatory observation, in-depth interviews, and documentation. Data analysis was conducted using an interactive model that includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that students learning culture is formed through four main themes: discipline, learning habits, social interaction, and learning motivation. Studfents learning culture has generally developed well, especially in aspects of discipline and social interaction, but is not evenly distributed in the aspect of independent learning habits. The role of teachers has proven to be a key factor in shaping a learning culture through learning strategies and classroom management, while the social and cultural environment also influences students learning habits. The findings of this study indicate that learning culture is the result of an on going interaction between internal and external factors of students. Systematic efforts are needed through culture-based learning, strengthening the role of teachers, and environmental support to improve students learning culture
Co-Authors Agus Riyan Oktori Ahmad, Pahrozi Amrillah, H. M. Taufik Andri Aprillia Asrin Nasution Bonita, Eva Dadan Supardan Dini Widiyanti Fatkhanuddin Aziz Fauziah Fitriana Febrianti, Adel Fitri, Nabilah Aisyah Friantary, Henny Friantary, Heny Guntur Gunawan H.M. Taufik Amrillah Hasanah, Annisa Nur Lidya, Lidya Lubis, Namiroh Mahmud Arif Munastiwi, Erni Naimah Sigit Prasetyo Siregar, Parulian Supardan, Dadan Taulani, Andre Utami, Sinta Putri Wiwinda, Wiwinda Wulandari, Meisi Dwi Yuyun Yumiarty