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Kusaeri
Universitas Islam Negeri Sunan Ampel
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Social Sciences Other

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Exploring the Potential of Constructivist Pedagogical Approach in Strengthening Religious Moderation a Systematic Literature Review Fadlillah, Nilna; Abdullah, Moh.; Kusaeri, Kusaeri
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol 6 No 1 (2024): Geographical Coverage: Indonesia, Malaysia, Turkey, Iraq, and Nigeria
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v6i1.4306

Abstract

This study aims to outline various previous research findings related to applying the constructivist pedagogy approach in improving moderate attitudes in educational institutions and explore the potential of the constructivist pedagogy approach to internalize the value of religious moderation in Indonesian education. This research uses the Systematic Literature Review method using the Watase Uake tool and the Google Scholar search engine. The data in this study are articles indexed in Q1, Q2, Q3, and Q4. The articles were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) technique. After going through the identification, screening, and eligibility process, 48 articles were included in the inclusion stage and analyzed using the meta-synthesis technique. The results of this study show that i) the findings of previous studies indicate that constructivist pedagogical approaches contribute positively to increasing openness and tolerance towards differences and building more appropriate attitudes in understanding diversity; ii) through constructivist activities, egalitarian teacher-student interactions, and inclusive social activities, students can develop a deeper understanding of the values of religious moderation (such as tawassuth, tawazun, tasamuh, musawah, and shura), appreciate the diversity of beliefs, and build openness to differences, so that constructivist approaches in learning have great potential to improve moderate attitudes in religion, especially in the context of Islamic education. The results of this study can positively contribute to the development of curriculum and religious learning methods oriented towards religious moderation in Indonesia.
Pengembangan Media Play Mathematics with Technology dalam Melatihkan Berpikir Kritis dan Pemecahan Masalah Siswa Lailiyah, Siti; Kusaeri, Kusaeri; Dina, Anni Mujahidad; Irmanila, Elmita; Nuryaningsih, Putri Dwi
PYTHAGORAS Jurnal Matematika dan Pendidikan Matematika Vol. 18 No. 1: June 2023
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v18i1.50957

Abstract

Pendidikan abad 21 harus memfasilitasi pembelajaran jarak jauh dan siswa dituntut untuk memiliki kemampuan berpikir kritis dan pemecahan masalah. Oleh karena itu penting untuk mengembangkan media pembelajaran matematika berbasis teknologi dalam melatihkan kemampuan berpikir kritis dan pemecahan masalah. Jenis penelitian ini adalah penelitian pengembangan dengan pendekatan kuantitatif. Fase pengembangan terdiri dari 6 fase yaitu initiation, specification, design, production, review and evaluation, delivery and implementation. Pemilihan subjek penelitian yaitu 36 siswa kelas V, 27 siswa kelas IX, dan 30 siswa kelas XII. Instrumen penelitian yaitu lembar observasi, wawancara, angket respon, serta tes berpikir kritis dan pemecahan masalah. Analisis kevalidan dan kepraktisan media PHET yang dikembangkan dengan validitas produk dan materi media, serta analisis dari analisis angket respon siswa. Sedangkan analisis keefektifan media dengan analisis tes kemampuan berpikir kritis dan pemecahan masalah. Pengembangan Media PHET yang dikembangkan melalui tahapan: (a) Menyesuaikan dengan kurikulum 2013, memilih materi dimana kemampuan berpikir kritis dan pemecahan masalah siswa masih rendah yaitu materi pecahan, pola bilangan, dimensi tiga, serta menganalisis sejauh mana kemampuan siswa, dan membuat media PHET yang mudah dioperasikan, (b) Menyusun storyboard, (c) Memilih karakter yang sesuai dengan karakteristik siswa di setiap jenjang, warna yang dapat meningkatkan semangat belajar, dan sound effect, (d) Pembuatan media PHET dengan Unity, (e) Penilaian oleh validator bahwa media PHET dan instrumen valid dan reliabel, dan (f) Implementasi media untuk setiap jenjang didapatkan jika media PHET praktis. Penerapan media PHET terhadap siswa juga dikatakan efektif karena dapat melatihkan kemampuan berpikir kritis dengan hasil tes pada kategori sedang dan tinggi. 21st century education must facilitate distance learning, and students are required to have critical thinking and problem-solving skills. Therefore, it is important to develop technology-based mathematics learning media in practicing critical thinking and problem-solving skills. This type of research is development research with a quantitative approach. The development phase consists of 6 phases: initiation, specification, design, production, review and evaluation, delivery and implementation. The selection of research subjects were 36 students of class V, 27 students of class IX, and 30 students of class XII. The research instruments are observation sheets, interviews, response questionnaires, and critical thinking and problem-solving tests. Analysis of the validity and practicality of PHET media developed with the validities of media products and materials, as well as analysis of student response questionnaire analysis. The analysis of the effectiveness of the media with the analysis of critical thinking skills and problem solving. The development of PHET Media which was developed through the following stages: (a) Adapting to the 2013 curriculum, choosing materials where students' critical thinking and problem solving skills are still low, namely fractional material, number patterns, three dimensions, as well as analyzing the extent of students' abilities, and making PHET media that easy to operate; (b) Prepare storyboards; (c) Choose characters that match the characteristics of students at each level, colors that can increase enthusiasm for learning, and sound effects; (d) Making PHET media with Unity; (e) Assessment by the validator that PHET media and instruments are valid and reliable; (f) Implementation of media for each level is obtained if PHET media is practical. The application of PHET media to students is also said to be effective because it can train critical thinking skills with test results in the medium and high categories.
REKONSTRUKSI ANDRAGOGI PENDIDIKAN ISLAM MELALUI PEMBELAJARAN TRANSFORMATIF MEZIROW Ahmad Nawawi, Ahmad Nawawi; Farhad Muhammad, Farhad Muhammad; Kusaeri, Kusaeri
MUSLIM HERITAGE Vol 9 No 1 (2024): Muslim Heritage: Jurnal Dialog Islam dengan Realitas
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/muslimheritage.v9i1.7994

Abstract

AbstractIslamic andragogy in Indonesia is experiencing boredom with its pragmatic religious pattern, wanting a renewal in interpreting religious values with a different approach, especially in the field of education which determines the direction of the future, Mezirow’s transformative learning theory makes a breakthrough by reconstructing the values that exist in a person through real experiences that passed it. This research aims to reconstruct Islamic education for adults using Mezirow’s transformative learning theory. This research uses a systematic literature review method by collecting journal articles that match the theme raised and filtering them until they become the main material for reviewing this paper. The research results show that Mezirow’s transformative learning theory can be used to reconstruct Islamic education for adults by applying ten phases/steps in it which have a significant influence on students’ cognitive, emotional and social abilities which is in accordance with Islamic culture. So the use of this theory in learning at various levels of education needs to be considered.AbstrakAndragogi Islam di Indonesia mengalami kejenuhan dengan pola religius pragmatisnya, mengingkan sebuah pembaruan dalam meingterpretasikan nilai agama dengan pendekatan yang berbeda khusunya di bidang pendidikan yang menentukan arah masa depan, teori pembelajran transformatif Mezirow melakukan terobosan dengan merekonstruk nilai yang ada pada diri seseorang melalui pengalaman nyata yang dilaluinya. Penelitian ini bertujuan untuk merekontruksi pendidikan Islam bagi orang dewasa menggunakan teori pembelajaran transformatif Mezirow. Penelitian ini menggunakan metode systematic literature review dengan mengumpulkan jurnal artikel yang sesuai dengan tema yang diangkat dan dilakukan penyaringan hingga menjadi bahan utama dalam mengkaji tulisan ini. Hasil penelitian menunjukkan bahwa teori pembelajaran transformatif Mezirow dapat digunakan untuk merekonstruksi Pendidikan Islam bagi orang dewasa dengan menerapkan sepuluh fase/langkah di dalamnya yang memiki pengaruh signifikan terhadap kemampuan kognitif, emosi, dan sosial siswa yang sesuai dengan kultur islam. Sehingga pengunaan teori ini dalam pembelajaran di berbagai jenjang pendidikan perlu dipertimbangkan
Mengulik Efektivitas Flipped Classroom dengan Pendekatan Scaffolding guna Mengakselerasi Penguasaan Matematika Siswa Rahayu, Wulan; Kusaeri, Kusaeri
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 7 No. 2 (2024): Menjembatani Matematika dan Pendidikan Matematika menuju Pemanfaatan Berkelanju
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v7i2.3967

Abstract

Penelitian ini bertujuan untuk mengevaluasi efektivitas model pembelajaran flipped classroom dengan pendekatan scaffolding dalam meningkatkan penguasaan matematika siswa. Rendahnya hasil belajar matematika di Indonesia, seperti yang tercermin dari data PISA dan Asesmen Nasional, menyoroti perlunya inovasi dalam metode pembelajaran. Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR) dengan metode PRISMA untuk mengidentifikasi, menilai, dan mensintesis literatur yang relevan dari database Scopus, Springer, dan Google Scholar. Dari 1473 artikel yang ditemukan, 32 artikel memenuhi kriteria inklusi dan dianalisis lebih lanjut. Hasil penelitian menunjukkan bahwa model flipped classroom dengan pendekatan scaffolding efektif dalam meningkatkan hasil belajar matematika siswa. Model ini memungkinkan siswa untuk mempelajari materi secara mandiri sebelum kelas, sementara di kelas mereka terlibat dalam aktivitas interaktif dengan dukungan bertahap dari guru. Penerapan model ini terbukti meningkatkan pemahaman konsep dan kemampuan pemecahan masalah siswa secara signifikan. Artikel ini memberikan kontribusi dalam pengembangan model pembelajaran inovatif dan efektif untuk meningkatkan penguasaaan matematika.
REKONSTRUKSI ANDRAGOGI PENDIDIKAN ISLAM MELALUI PEMBELAJARAN TRANSFORMATIF MEZIROW Ahmad Nawawi, Ahmad Nawawi; Farhad Muhammad, Farhad Muhammad; Kusaeri, Kusaeri
MUSLIM HERITAGE Vol 9 No 1 (2024): Muslim Heritage: Jurnal Dialog Islam dengan Realitas
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/muslimheritage.v9i1.7994

Abstract

AbstractIslamic andragogy in Indonesia is experiencing boredom with its pragmatic religious pattern, wanting a renewal in interpreting religious values with a different approach, especially in the field of education which determines the direction of the future, Mezirow’s transformative learning theory makes a breakthrough by reconstructing the values that exist in a person through real experiences that passed it. This research aims to reconstruct Islamic education for adults using Mezirow’s transformative learning theory. This research uses a systematic literature review method by collecting journal articles that match the theme raised and filtering them until they become the main material for reviewing this paper. The research results show that Mezirow’s transformative learning theory can be used to reconstruct Islamic education for adults by applying ten phases/steps in it which have a significant influence on students’ cognitive, emotional and social abilities which is in accordance with Islamic culture. So the use of this theory in learning at various levels of education needs to be considered.AbstrakAndragogi Islam di Indonesia mengalami kejenuhan dengan pola religius pragmatisnya, mengingkan sebuah pembaruan dalam meingterpretasikan nilai agama dengan pendekatan yang berbeda khusunya di bidang pendidikan yang menentukan arah masa depan, teori pembelajran transformatif Mezirow melakukan terobosan dengan merekonstruk nilai yang ada pada diri seseorang melalui pengalaman nyata yang dilaluinya. Penelitian ini bertujuan untuk merekontruksi pendidikan Islam bagi orang dewasa menggunakan teori pembelajaran transformatif Mezirow. Penelitian ini menggunakan metode systematic literature review dengan mengumpulkan jurnal artikel yang sesuai dengan tema yang diangkat dan dilakukan penyaringan hingga menjadi bahan utama dalam mengkaji tulisan ini. Hasil penelitian menunjukkan bahwa teori pembelajaran transformatif Mezirow dapat digunakan untuk merekonstruksi Pendidikan Islam bagi orang dewasa dengan menerapkan sepuluh fase/langkah di dalamnya yang memiki pengaruh signifikan terhadap kemampuan kognitif, emosi, dan sosial siswa yang sesuai dengan kultur islam. Sehingga pengunaan teori ini dalam pembelajaran di berbagai jenjang pendidikan perlu dipertimbangkan
The Use of Stocking-Lord and Haebara Methods in Horizontal Equating: A Case of Indonesian Madrasah Competence Assessment Kusaeri, Kusaeri; Ridho, Ali; Wahyudi, Noor
JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) Vol 13, No 1 (2024): JP3I
Publisher : Fakultas Psikologi UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jp3i.v13i1.38300

Abstract

Indonesian Madrasah Competence Assessment (AKMI) is a national assessment implemented each year held by the Ministry of Religious Affairs. One of the uniqueness of the AKMI is the use of different tests every year. AKMI focuses on capturing the development of learning in Madrasa by comparing the test scores of the current year with the previous year. An equating process is crucial for valid results when comparing scores. Therefore, this research aims to (a) equate the scientific literacy assessment tools at AKMI in 2022 with 2023 and (b) evaluate the business process of developing AKMI scientific literacy instruments (along with the MSAT design), which has implications for the equating process. This study adopted a Non-Equivalent Anchor Test (NEAT) design because the two test sets were parallel years, and the participants were from a diverse population. The data is from the AKMI Science Literacy of the Ministry of Religious Affairs, with 303,987 participants in 2022 and 342,987 in 2023 from the Islamic elementary school level. A total of 674 scientific literacy instrument items in 2022 and 1,392 items in 2023, with 90 items used as anchor items. There are 3 stages of analysis: pre-equalization, equalization calibration, and post-equalization analysis. The results show that there are differences in item parameter estimation results between 2022 and 2023, where 2022 has a higher level of item difficulty. Furthermore, the Stocking-Lord and Haebara methods had proven to be effective and had produced estimates with minimal differences in the equating process. In addition, the anchor items used as the basis for the equating do not represent the items as a whole in the item pool. These findings indicate the need for firm, careful standardization based on psychometric principles of the process at AKMI, from developing items to assembling items, testing, determining anchor items, and assembling items in the MSAT application.
MENGGUNAKAN MODEL DINA DALAM PENGEMBANGAN TES DIAGNOSTIK UNTUK MENDETEKSI SALAH KONSEPSI Kusaeri, Kusaeri
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 16 No. 1 (2012)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v16i1.1118

Abstract

Penelitian ini bertujuan 1) menemukan cara me-ngembangkan tes diagnostik dengan model DINA, sehingga mampu memberikan informasi salah konsepsi dalam aljabar, 2) mengidentifikasi karakteristik tes diagnostik yang baik yang dikembangkan dengan model DINA. Penelitian pengembangan ini merupakan penelitian empirik, dengan pendekatan deskriptif eksploratori. Pendekatan tersebut digunakan untuk mendeskrip-sikan tahapan pengembangan tes dan mencari karakteristik item. Subjek penelitian adalah siswa kelas VIII SMPN 1 Yogyakarta, SMPN 1 Sanden Bantul dan SMPN 1 Panjatan Kulon Progo. Data dianalisis dengan software CDM, Mplus dan R. Hasil penelitian menunjukan 1) tahapan pengembangan tes meliputi: identifikasi kompetensi dasar dan merumuskan indi-kator, menyusun learning continuum, menyusun hierarki materi, merumuskan atribut, mengonstruk soal, validasi ahli dan uji empirik. Setelah melalui tujuh tahapan, dikembangkan 37 item tes diagnostik, 2) dari 37 item tes diagnostik, 15 item di antaranya harus dihilangkan/dihapus dari paket tes,  karena tidak memenuhi uji fit model dan kualitas item tersebut jelek (indeks daya beda kurang dari 0,2).Kata kunci: DINA, latent class, atribut, salah konsepsi, dan aljabar_____________________________________________________________DINA IN DEVELOPMENT MODEL USING DIAGNOSTIC TESTS FOR DETECTING WRONG CONCEPTIONAbstract This research aims to 1) find out a way to develop the diagnostic test  using the DINA model, so that it can give information about misconceptions in algebra, 2) Identify the characteristics of the good diagnostic test developed by using the DINA model. This research and development  is an empirical research with the descriptive explanatory used to describe the development stages of the test. The subjects of this research were year VIII students of SMPN 1 Yogyakarta, SMPN 1 Sanden Bantul, and SMPN 1 Panjatan, Kulon Progo. The data were analyzed by using the CDM, Mplus, and R software. The results of the study are as follows 1) The stages of the test development in this research were: identifying basic competence and formulating indicators, constructing the learning continuum, constructing the material hierarchy, formulating the attributes, constructing the problems, conducting validation by expert judgment, and administering an empirical test. Through those seven stages, 37 items of the diagnostic test were developed, 2) Of the 37 items, 15 items must be eliminated/discarded from the test. The items were eliminated because their quality was low and they did not meet the requirements of the model fit test because their discrimination indexes were less than 0.2.Keywords: DINA, latent class, attribute, misconceptions, and algebra
Mengintegrasikan Scaffolding dalam Cooperative Learning: Meningkatkan Interaksi dan Pemahaman Siswa Akmali, Iqbal Rizky; Kusaeri, Kusaeri
Jurnal Basicedu Vol. 8 No. 3 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v8i3.7997

Abstract

Artikel ini mengeksplorasi tren literatur mengenai efek integrasi scaffolding dalam cooperative learning terhadap interaksi dan pemahaman siswa. Tujuan dari penelitian ini adalah untuk menyelidiki bagaimana scaffolding dalam setting cooperative learning mempengaruhi keterlibatan dan pemahaman siswa. Penelitian ini menggunakan metode Systematic Literature Review (SLR) untuk mensintesis temuan-temuan terkini dari studi yang relevan. Hasil penelitian menunjukkan bahwa integrasi scaffolding dalam cooperative learning telah mendapat perhatian besar dalam literatur pendidikan, dengan peningkatan signifikan dalam publikasi pada tahun 2022. Mayoritas artikel menyoroti bahwa scaffolding dapat meningkatkan interaksi siswa, memperdalam pemahaman mereka, dan mendukung perkembangan keterampilan sosial serta akademik. Selain itu, scaffolding membantu siswa mengatasi tantangan belajar dalam berbagai disiplin ilmu dengan menyediakan dukungan yang terstruktur dan personalisasi. Kesimpulannya, penelitian ini menawarkan wawasan penting bagi praktisi pendidikan dalam merancang strategi pengajaran yang lebih efektif dan responsif terhadap kebutuhan belajar siswa, serta menekankan perlunya penelitian lebih lanjut untuk mengeksplorasi dampak jangka panjang dan penerapan scaffolding dalam berbagai konteks pendidikan
Research Trends in School Excellent Model (SEM): The Future Insights for Islamic Education Assessment Khoiriyah, Siti; Faizin, Moh; Asror, Moh; Kusaeri, Kusaeri
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol 15 No 2 (2023): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v15i2.3143

Abstract

A School Excellent Model (SEM) is a concept of excellent school management in which there are interesting programs that can lead to the goal of quality education. Education needs in the digital era are increasingly complex, requiring practitioners to adapt and have diverse skills and competencies. It is intended to achieve the goal of quality education by one of the goals of the Sustainable Development Goals (SDGs). This research uses a type of literature review in the form of a Systematic Literature Review (SLR) of articles indexed by Scopus about the School Excellent Model from 2015 to 2022 that have gone through a process of screening, eligibility, extraction, and inclusion criteria. The results of the research literature review on SEM from 2015 to 2022 are 1) mapping related studies; a. competence of an educator in managing learning, conducting assessments or assessments, and integrating technology in learning. b. competence of a leader (principal) in managing institutions, resources, and teacher coaching. c. The need for relationships and cooperation with school partners such as the government, parents, and the community is urgent. d. Innovation and continuous improvement of education. 2) From mapping the results of research studies on SEM, several things were found that can be used as insights into Islamic religious education in Indonesia, including the development of the quality of Islamic religious educators who are technologically sensitive, competent, and adaptive and can formulate assessment techniques for quality learning (self-assessment, formative and assessment ). Development of leadership skills and communication skills for education managers and implementers.
Penilaian Kemampuan Berpikir Kritis Dalam Pembelajaran Fikih Dengan Watson-Glaser Critical Thinking Appraisal (WGCTA) Fathur Rohman; Kusaeri Kusaeri
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 19 No. 3 (2021): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v19i3.874

Abstract

Abstract One of the competencies that became the main goals in the 2013 curriculum was critical thinking. All subjects, including Islamic Religious Education (PAI), should be able to deliver students to be able to think critically. However, critical thinking skills are not given much attention to PAI learning, especially Fiqh. Likewise, in the case of valuation, there are currently not many assessment instruments specifically developed to measure the ability to think in Fiqh learning. Therefore, this article intends to design a concept for assessing critical thinking skills by adopting the critical thinking test model developed by Watson and Glaser or commonly known as the Watson-Glaser Critical Thinking Appraisal (WGCTA). Two problems will be discussed in this paper, namely, how about critical thinking in Fiqh learning, and how is the concept of Critical Thinking Ability Assessment in Fiqh learning with WGCTA. The result of this paper is a sample assessment of critical thinking skills in Fiqh learning based on five indicators in the WGCTA test, namely inference, recognition of assumptions, deduction, interpretation, and evaluation of argument.   Abstrak Salah satu kompetensi yang menjadi tujuan utama dalam kurikulum 2013 adalah berpikir kritis. Semua mata pelajaran, tak terkecuali PAI, hendaknya dapat mengantarkan peserta didik untuk mampu berpikir kritis. Meski demikian, kemampuan berpikir kritis tampaknya tidak banyak menjadi perhatian dalam pembelajaran PAI, khususnya fikih. Begitu pula, dalam hal penilaian, saat ini banyak instrumen penilaian yang secara khusus dikembangkan untuk mengukur kemampuan berpikir dalam bidang fikih. Oleh karena itu, artikel ini bermaksud untuk merancang sebuah konsep penilaian kemampuan berpikir kritis dengan mengadopsi model tes critical thinking yang dikembangkan oleh Watson dan Glaser atau lazim disebut dengan Watson-Glaser Critical Thinking Appraisal (WGCTA). Ada dua permasalahan yang akan dibahas dalam tulisan ini yakni, bagaimana kemampuan berpikir kritis dalam pembelajaran fikih, dan bagaimana penilaian kemampuan berpikir kritis dalam pembelajaran fikih dengan WGCTA. Hasil dari tulisan ini adalah sampel penilaian kemampuan berpikir kritis dalam fikih berdasarkan lima indikator dalam tes WGCTA yaitu penarikan kesimpulan, pengenalan asumsi, deduksi, interpretasi, dan evaluasi argumen.
Co-Authors A. Saepul Hamdani Abdurrohim Abdurrohim Achmad Alfaridzih Achmad Maulidi Agus Prasetyo Kurniawan Ah. Zakki Fuad Ahmad Hanif Asyhar Ahmad Hidayatullah Ahmad Muhlisin Ahmad Nawawi Ahmad Nawawi, Ahmad Nawawi Ahmad Tauviqillah Ahmad Umar Ahmad Yusuf Ahmad Yusuf Aini Mukrimah Akmali, Iqbal Rizky Alanshori, M. Zainuddin Alfita Choirun Amalia Ali Nurdin Ali Ridho Ali Ridho Ali Ridho Amiruddin Amiruddin Amiruddin Anindito Aditomo Aning Wida Yanti Anni Mujahidad Dina Anni Mujahidad Dina Asep Saepul Hamdani Asror, Moh Auliyah, Aqilla Diyaul Ayuwati Ningsih Bakhruddin, Mukhammad Bambang Sigit Widodo Bassam Abul A’la Cahyan, Ekky Dea Henwi Dani Cahyani Dedi Junaedi Dewi Rofiqoh Dian Candra Rini Novitasari Dina, Anni Mujahidad Ekky Dea Henwi Cahyan Eliya Najma Muntazeri Elmita Irmanila Elmita Irmanila Ely Fitriani Endah Retnowati Erman Erman ERMAN ERMAN Evi Fatimatur Rusydiyah Fadlillah, Nilna Fahmi, Muhammad Faiqotul Wardah Faizin, Moh Farah Aprilia Farhad Muhammad Farhad Muhammad, Farhad Muhammad FATHUR ROHMAN Fathur Rohman Fauziah Md. Jaafar Fikiy Afriyanto Fikri, Ishom Fuadi Fikriyah, Khusnul Filzatun Nafsi Fitriani, Ely Ginda Ginda Habsanul Aisyah Hanik Yuni Alfiyah Hanik Yuni Alfiyah, Hanik Yuni Hendi Sugianto Hidayati, Zuhriyah Hidayati, Zuhriyyah Hukamak, Moh Tahrikul Husni Abdillah Iffana Fitrotul Aaidati Indayati, Tatik Indra, Adam Malik Irmanila, Elmita Irwan Setia Budi Ishom Fuadi Fikri Iskandar Ritonga Karim, Abdul Rahim Khalid Hasan Minabari Khoiriyah, Niswatin Khoirun Niam Kiki Febrianti Santoso Kiki Febrianti Santoso Kustianingsih, Mia Lailah Isrofatun Nahdiah Lalu Nasrulloh Lilik Huriyah Lilik Rahmawati Lisanul Uswah Sadieda Lubis, Ardiansyah Lubis, Ardiyansyah M Baihaqi M. Ahim Sulthan Nuruddaroini M. Amin M. Yusuf Maknin, Afifah Khurin Malyuna, Sita Isna Mannan, Abd Masdar Hilmy Mirwan Akhmad Taufiq Mochamad Zaenal Muttaqin Moh Asror Moh. Abdullah Moh. Ayyub Mustofa Mohammad Firdaus Muhammad Najmuddin bin Ibrahim Muhammad Ripin Ikhwandi Muhammad, Farhad Nasaruddin Nasaruddin Nasaruddin Nasaruddin Natasya Ziana Walidah Nia Indah Purnamasari, Nia Indah Nilna Fadlillah Noor Wahyudi Noornajihan Jaafar Nur Aida Nur Maslikhatun Nisak Nur Maulidah Dini Rahmani Nur Millah Muthohharoh Nur Syam Nuraini, Ayu Fitria Dwi Nurdi Nurdi Nuryaningsih, Putri Dwi Prastiyono, Hendri Putri Dwi Naryaningsih Rangga Sa'adillah SAP Raniya, Pudyas Tataquna Ririn Inayatul Mahfudhoh Ririn Inayatul Mahfudloh Rohman, Fathur Rokhmatul Khoiro Amin Putri Rokhmatul Khoiro Amin Putri Rosedah Sa’datul Marwah Saepul Hamdani Setya Permana Sutisna Setyawati, Maunah Sholihah, Ni'matus Silmi, Thoriq Aji Sita Isna Malyuna Sita Isna Malyuna Siti Aisya Siti Asmiyah Siti Asmiyah Siti Khoiriyah Siti Lailiyah Siti Lailiyah, Siti Siti Maimunah Siti Maimunah Sri Murtini Sugito Muzaqi Sumarsi Sumarsi Suparto Suparto Suparto Suparto Suparto Suparto Suparto Suparto Suparto Suparto Suparto Suparto Suparto Suparto Zakfikam Suprananto, Suprananto Supriyadi, Tachli Susanto, Bambang Adi Sutini Sutini Sutini Sutini Sutini Syarof Nursyah Ismail Tamami, Badrut Tatik Indayati Toha Makhshun Umi Muntafi'ah Umi Nida Mulhamah Umi Nida Mulhamah, Umi Nida Usman Yudi Vacharee Dedduang Vachruddin, Vrisko Putra Vita Fitriatul Ulya Wachidatul Adaniyah Wenda Yulian Rizki Wiwik Sri Utami Wulan Rahayu Yuliharti Yuliharti Yuni Arrifada Yuni Arrifadah Zaini Tamin Zaini Tamin AR, Zaini Tamin Zainul Fuad Zaitun Zaitun Zuhriyyah Hidayati Zuhriyyah Hidayati Zulkarnain Zulkarnain