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Developing Assessment Instruments of Students' Critical Thinking Ability in Trigonometry Material Mathematics Subjects Hakim, M. Ikhwanul; Kartono, Kartono; Lestari, Wahyu
Journal of Research and Educational Research Evaluation Vol 8 No 1 (2019)
Publisher : Universitas Negeri Semarang

The preliminary study found that the teacher did not yet have a practical instrument to assess students' critical thinking skills in mathematics. This study aims to develop assessment guidelines for students' critical thinking skills in practical mathematics subjects. The development model refers to the theory of Borg and Gall with 9 steps of development. Small-scale test subjects were conducted on 21 students and a large-scale test was conducted on 90 grade X students of MIPA SMA N 1 Pringgasela. The content validity in this study used the Aiken's V formula and the Ebel formula to look for reliability. Whereas the construct validation with the Confirmatory Factor Analysis (CFA) model used the AMOS 24 application. The results showed that: (1) the validity of the contents of the instrument, from the aspects of construction, language, and material got the score > 0.3, which means that the instrument was stated to be very valid in content, and very reliable in values > 0.5; (2) contract validity, loading factor per item > 0.3 means that the instrument was valid in contract, the RMSEA value = 0.023 < 0.06, and the GFI value = 0.932 > 0.9, which means that the model developed was very suitable; (3) validation of the items showed that items 5 and 11 were accepted with a slight revision because d < 0.4 and the remaining 10 items were received without revision with d > 0.4, for Alpha Crombach values = 0, 783> 0.5 (very reliable instruments ); (4) practicality test used all math teachers (5 teachers), with an average score of 85.6 means that the instrument was very practical. In conclusion, the instruments developed were very valid, very reliable and very practical. The benefits of the development results were, there were guidelines in carrying out assessment of students' critical thinking skills.

INTEGRASI NILAI-NILAI KEARIFAN LOKAL DALAM PENDIDIKAN AGAMA: TRANSFORMASI KARAKTER AGAMA Walad, Muzakir; Nasri, Ulyan; Hakim, M. Ikhwanul; Zulkifli, Muh.
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 12 No. 1 (2025)
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v12i1.4676

Penelitian ini mengeksplorasi integrasi kearifan lokal dalam pendidikan agama di Lombok untuk membentuk karakter religius siswa. Meskipun banyak studi membahas pendidikan karakter dan nilai lokal dalam kurikulum, penelitian spesifik mengenai implementasi tradisi khas Lombok, seperti Pesta Begawe, Nyongkolan, Maulid Adat Bayan, dan Ngejot, dalam pendidikan agama masih terbatas. Pendekatan holistik yang mengintegrasikan kearifan lokal ke dalam kurikulum dan metode pembelajaran juga belum banyak diteliti. Penelitian ini menggunakan metode kualitatif dengan pendekatan etnografi. Teknik pengumpulan data meliputi analisis kurikulum, studi tradisi masyarakat Lombok, serta observasi praktik Ngejot di Desa Lenek. Analisis dilakukan secara tematik dan deskriptif, dengan triangulasi data untuk menjaga validitas hasil penelitian. Hasil penelitian menunjukkan bahwa tradisi lokal memiliki peran penting dalam pendidikan agama. Tradisi Pesta Begawe, Nyongkolan, dan Maulid Adat Bayan berkontribusi terhadap pembentukan nilai moral siswa, sementara tradisi Ngejot memperkuat identitas sosial dan keterlibatan komunitas. Integrasi kearifan lokal dalam pendidikan agama dapat meningkatkan pemahaman keagamaan, kepedulian sosial, serta pengembangan etika dan keterampilan sosial siswa. Implikasi akademiknya mencakup pengembangan kurikulum berbasis budaya, metode pengajaran kontekstual, serta kajian lebih lanjut tentang pendidikan karakter berbasis tradisi lokal. Keterlibatan orang tua dan pemanfaatan teknologi diperlukan untuk mendukung pelestarian budaya. Integrasi kearifan lokal dalam pendidikan tidak hanya memperkuat identitas budaya, tetapi juga meningkatkan harmoni sosial dan kualitas pembelajaran berbasis nilai.

The Implementation of Kurikulum Merdeka in Islamic Education in the 3T Regions of North Lombok Hakim, M. Ikhwanul; Alfitri, Bahya
MODELING: Jurnal Program Studi PGMI Vol. 12 No. 3 (2025): September
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v12i3.2969

This research aims to analyze the implementation of the Merdeka Curriculum in the 3T (isadvantaged, forefront, outer) regions of North Lombok. The method employed is qualitative with a multi-site approach to examine the challenges of implementing the Merdeka Curriculum in this area. The study finds that the implementation faces challenges such as inadequate educational infrastructure, limited teacher quality, and high levels of poverty, which hinder effective education. To address these issues, strategic collaboration among local government, educational institutions, and the community is crucial. This includes improving infrastructure, providing continuous teacher training, integrating local content into the curriculum, and enhancing socio-economic support and transportation. Active parental involvement also plays a significant role. Through these combined efforts, inclusive and relevant education can be achieved for students in these regions.

INTEGRASI NILAI-NILAI KEARIFAN LOKAL DALAM PENDIDIKAN AGAMA: TRANSFORMASI KARAKTER AGAMA Walad, Muzakir; Nasri, Ulyan; Hakim, M. Ikhwanul; Zulkifli, Muh.
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 12 No. 1 (2025): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v12i1.4676

Penelitian ini mengeksplorasi integrasi kearifan lokal dalam pendidikan agama di Lombok untuk membentuk karakter religius siswa. Meskipun banyak studi membahas pendidikan karakter dan nilai lokal dalam kurikulum, penelitian spesifik mengenai implementasi tradisi khas Lombok, seperti Pesta Begawe, Nyongkolan, Maulid Adat Bayan, dan Ngejot, dalam pendidikan agama masih terbatas. Pendekatan holistik yang mengintegrasikan kearifan lokal ke dalam kurikulum dan metode pembelajaran juga belum banyak diteliti. Penelitian ini menggunakan metode kualitatif dengan pendekatan etnografi. Teknik pengumpulan data meliputi analisis kurikulum, studi tradisi masyarakat Lombok, serta observasi praktik Ngejot di Desa Lenek. Analisis dilakukan secara tematik dan deskriptif, dengan triangulasi data untuk menjaga validitas hasil penelitian. Hasil penelitian menunjukkan bahwa tradisi lokal memiliki peran penting dalam pendidikan agama. Tradisi Pesta Begawe, Nyongkolan, dan Maulid Adat Bayan berkontribusi terhadap pembentukan nilai moral siswa, sementara tradisi Ngejot memperkuat identitas sosial dan keterlibatan komunitas. Integrasi kearifan lokal dalam pendidikan agama dapat meningkatkan pemahaman keagamaan, kepedulian sosial, serta pengembangan etika dan keterampilan sosial siswa. Implikasi akademiknya mencakup pengembangan kurikulum berbasis budaya, metode pengajaran kontekstual, serta kajian lebih lanjut tentang pendidikan karakter berbasis tradisi lokal. Keterlibatan orang tua dan pemanfaatan teknologi diperlukan untuk mendukung pelestarian budaya. Integrasi kearifan lokal dalam pendidikan tidak hanya memperkuat identitas budaya, tetapi juga meningkatkan harmoni sosial dan kualitas pembelajaran berbasis nilai.

Evaluasi Pembelajaran Experiential Learning terhadap Pembentukan Kecerdasan Spiritual Siswa pada Pendidikan Agama Islam Komaruddin; Hakim, M. Ikhwanul; Manap, Abdul
TSAQAFATUNA : Jurnal Ilmu Pendidikan Islam Vol. 7 No. 2 (2025): Inovasi Pendidikan Agama Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/tsaqafatuna.v7i2.720

This study aims to evaluate the effectiveness of the Experiential Learning model in developing students’ spiritual intelligence in Islamic Religious Education (PAI) at MTs NW Teko. The Experiential Learning approach is considered capable of bridging the gap between theoretical religious knowledge and the practical application of spiritual values in daily life. This research employed a mixed-methods design, combining a quantitative quasi-experimental approach with a qualitative case study. The subjects were eighth-grade students of MTs NW Teko. Data were collected through questionnaires, observations, interviews, and documentation. Quantitative analysis was used to measure the effectiveness of the learning model on students’ spiritual intelligence, while qualitative analysis identified supporting and inhibiting factors in its implementation. The findings reveal that the Experiential Learning model has a significant impact on enhancing students’ spiritual intelligence. Students demonstrated higher religious awareness, social responsibility, and reflective understanding of their spiritual experiences. Qualitative results indicate that the key supporting factors include strong teacher and school support, active student engagement, and a religiously conducive school environment. Meanwhile, the main inhibiting factors are limited facilities and time, varying levels of students’ spiritual maturity, and methodological challenges in assessing affective aspects. Overall, the study concludes that the success of spiritual intelligence development through Experiential Learning depends greatly on the collaboration among teachers, students, and the school environment.

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