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Profesionalitas Guru Dalam MengimplementasikanPembelajaran PAI Berbasis Kurikulum Merdeka Eliwatis Eliwatis; Asa Syarosy; Romi Maimori; Silvia Susrizal; Demina Demina; Adam Mudinillah
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.722

Pandemi COVID-19 telah memberikan dampak yang signifikan terhadap banyak aspek kehidupan, termasuk sistem pendidikan. Kurikulum 13 menekankan pembelajaran aktif yang melibatkan interaksi langsung dan kolaborasi didalam kelas. Pengalaman belajar seperti itu sulit diwujudkan. Untuk itu, Kemendikbud meluncurkan kurikulum baru yakninya kurikurulum merdeka yang berstandar diferensiasi siswa. Konsep dari kurikulum baru ini adalah student center yang juga menuntut adanya profesionalitas guru dalam implementasinya. Penelitian ini bertujuan untuk mengetahui bagaimana implementasi dan perkembangan guru PAI secara professional dalam menerapkan kurikulum merdeka dalamperencanaan, pelaksanaan, dan evalusi di SMP kec. Limakaum, Tanah Datar. Penelitian dilakukan menggunakan pendekatan kualitatif deskriptif. Metode pengambilan data menggunakan wawancara, observasi, dan dokumentasi.Koleksi data, reduksi data, penyajian data, dan penarikan kesimpulan adalah langkahlangkah yang digunakan untukmemastikan bahwa data sesuai dengan masalah yang diteliti. Temuan ini menunjukkan bahwa sebagian guru PAI di Kec. Limakaum sudah menggunakan standar perencanaanyakninya modul ajar yang sesuai, sebagian lagi belum begitu sesuai dengan perumusan tujuan pembelajaran dalam tahap pelaksanaaan, gaya mengajar berdiferensiasi belum secaramerata guru PAI di kec. Limakaum terapkan. Begitupun pada tahap evaluasi yang belum menerapkan segala jenis penilaian sesuai stadar kurikulum merdeka. Secara dominan, guru PAI kec. Limakaum masih menggunakan salah satu jenis evaluasi bahkan belum sama sekali menggunakan evaluasi berstandar kurikulum merdeka yang masih berpatok pada perspektif menilai cara terdahulu. Serta mengetahui apa pengaruh profesionalitas guru dalam menerapkan pembelajaran PAI berbasisi kurikulum merdeka. Dalam menggunakan Kurikulum Merdeka, guru dalam lingkungan pendidikan harus lebih dinamis dan relevan. Pendidik harus memiliki kompetensi yang memadai, yakninya profesionalitas

Pengembangan Video Animasi Dengan Aplikasi Powtoon Pada Materi Mawaris Mata Pelajaran Fikih Di MTsN 15 Tanah Datar Pratama, Yusuf; Maimori, Romi; Abra, Abhanda; Susrizal, Silvia
Journal of Information System and Education Development Vol. 3 No. 2 (2025): Journal of Information System and Education Development
Publisher : Manna wa Salwa Foundation (Yayasan Manna wa Salwa)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62386/jised.v3i2.132

This thesis research departs from problems seen in the field, where currently many educators still use conventional media. The background of this thesis is that the only media used by teachers in the eyes of Jurisprudence is the blackboard in the school. Even though at the school there are infocus facilities that can be used as learning media, teachers also do not utilize technology-based media. This has an impact on students' interest in learning and the quality of learning. Therefore, the researcher wants to develop an animated video on the Islamic Jurisprudence subject, using the Powtoon application at MTsN 15 Tanah Datar. The aim of this research is to determine the validity and practicality of the product being developed, namely animated videos on the Islamic Jurisprudence subject, the material on Mavaris. This research uses a type of field research, with the ADDIE (Analysis, Design, Development, Implement and Evaluation) development model method. The research procedure begins with the needs analysis stage of product development, the design or product planning stage, the product development stage, the implementation or product testing stage and the evaluation stage. Data collection tools include validation sheets and questionnaires. The product trial subjects are located at MTsN 15 Tanah Datar. Data analysis techniques for validation and response questionnaires use the Aiken Formula. Based on the results of the validity test of animated videos using the Powtoon application in Class IX at MTsN 15 Tanah Datar, the validation results on the media aspect in general are 0.94 with the criteria "very valid" and the validation results on the material aspects in general are 0.91 with the criteria "very valid" so the developed animated video can be used. The research continues to the implementation stage. The animated video was tested on eighteen class IX students for practicality testing. The practicality test on the media display aspect in general received a score of 0.85 with the criteria "very practical" and the material presentation aspect in general received a score of 0.85 with the criteria "very practical". Conclusion: Animated video media using the Powtoon application in Fiqh subjects at MTsN 15 Tanah Datar is suitable for use in Fiqh subjects

Comparison of Reflective Thinking through Project Based Learning and Differentiated Instruction in Islamic Religious Education Based on Minangkabau Ethnography Herawati, Susi; Ramli, Syahrur; Susrizal, Silvia; Akbar, M Ravi; Delvica, Ghusti
Hikmah Vol. 22 No. 1 (2025): Januari-Juni 2025
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/hikmah.v22i1.510

Low reflective thinking skills and a lack of understanding of local values among students in Islamic Religious Education are problems at State Senior High School 1 Lintau. Theoretical learning makes it difficult for students to relate religious teachings to the ethnographic culture of Minangkabau. This study aims to compare the effectiveness of project-based learning and differentiated learning models in improving students' reflective thinking skills in integrated Islamic Education lessons incorporating Keminangkabau ethnography. The study used a quantitative comparative approach through an experiment involving 158 students and 4 educators. Data were collected through questionnaires and interviews. The results indicate that the differentiated learning model is more effective in enhancing self-awareness, reflection in action, and future planning. Meanwhile, the project-based model is superior in fostering social reflection. These findings highlight the importance of selecting appropriate learning models to develop reflective skills and strengthen understanding of local values, thereby making Islamic Education more meaningful and contextual.

Profesionalitas Guru Dalam MengimplementasikanPembelajaran PAI Berbasis Kurikulum Merdeka Eliwatis, Eliwatis; Syarosy, Asa; Maimori, Romi; Susrizal, Silvia; Demina, Demina; Mudinillah, Adam
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.722

Pandemi COVID-19 telah memberikan dampak yang signifikan terhadap banyak aspek kehidupan, termasuk sistem pendidikan. Kurikulum 13 menekankan pembelajaran aktif yang melibatkan interaksi langsung dan kolaborasi didalam kelas. Pengalaman belajar seperti itu sulit diwujudkan. Untuk itu, Kemendikbud meluncurkan kurikulum baru yakninya kurikurulum merdeka yang berstandar diferensiasi siswa. Konsep dari kurikulum baru ini adalah student center yang juga menuntut adanya profesionalitas guru dalam implementasinya. Penelitian ini bertujuan untuk mengetahui bagaimana implementasi dan perkembangan guru PAI secara professional dalam menerapkan kurikulum merdeka dalamperencanaan, pelaksanaan, dan evalusi di SMP kec. Limakaum, Tanah Datar. Penelitian dilakukan menggunakan pendekatan kualitatif deskriptif. Metode pengambilan data menggunakan wawancara, observasi, dan dokumentasi.Koleksi data, reduksi data, penyajian data, dan penarikan kesimpulan adalah langkahlangkah yang digunakan untukmemastikan bahwa data sesuai dengan masalah yang diteliti. Temuan ini menunjukkan bahwa sebagian guru PAI di Kec. Limakaum sudah menggunakan standar perencanaanyakninya modul ajar yang sesuai, sebagian lagi belum begitu sesuai dengan perumusan tujuan pembelajaran dalam tahap pelaksanaaan, gaya mengajar berdiferensiasi belum secaramerata guru PAI di kec. Limakaum terapkan. Begitupun pada tahap evaluasi yang belum menerapkan segala jenis penilaian sesuai stadar kurikulum merdeka. Secara dominan, guru PAI kec. Limakaum masih menggunakan salah satu jenis evaluasi bahkan belum sama sekali menggunakan evaluasi berstandar kurikulum merdeka yang masih berpatok pada perspektif menilai cara terdahulu. Serta mengetahui apa pengaruh profesionalitas guru dalam menerapkan pembelajaran PAI berbasisi kurikulum merdeka. Dalam menggunakan Kurikulum Merdeka, guru dalam lingkungan pendidikan harus lebih dinamis dan relevan. Pendidik harus memiliki kompetensi yang memadai, yakninya profesionalitas

Pengembangan Instrumen Penilaian Menggunakan Google Form Pada Pembelajaran Integratif Pendidikan Agama Islam di SMP IT Qurrata A'yun Batusangkar Yozara Hendri; Susrizal, Silvia; Herawati, Susi; Fadriati; Gustina
Al-Ikhtibar: Jurnal Ilmu Pendidikan Vol 9 No 2 (2022): Al-Ikhtibar: Jurnal Ilmu Pendidikan
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/ikhtibar.v9i2.4420

This research starts from the problems that occur in the field and the current situation, at this time the covid-19 pandemic which requires all work to be done online and what is happening in the field is inversely proportional to the current situation which is at SMP IT Qurrata A'yun Batusangkar still using an offline assessment or evaluation system or still using paper in their cognitive, affective and psychomotor assessments. Then another problem is that the google form as a tool to facilitate evaluation activities is usually only used for cognitive assessment and another problem is that PAI material has never been linked or integrated with other subject matter, what happens is that on the contrary, other existing subject matter is integrated into PAI material. . Therefore, the researcher developed an assessment instrument using the google form in PAI integrative learning at SMP IT Qurrata A'yun Batusangkar. This study aims to produce a valid and practical cognitive, affective and psychomotor assessment instrument using google form in PAI learning at SMP IT Qurrata A'yun Batusangkar. The research used by the author is a type of development research (R&D) with ADDIE. The stages of research using the ADDIE model are Analysis, Design, Development, Implementation, and Evaluation. Based on the validation test and the practicalization of the assessment instrument using the google form in PAI integrative learning, it shows that the assessment instrument is categorized as valid with an index of 0.75 for cognitive, affective and psychomotor. Meanwhile, from a practical point of view, the assessment instrument using the google form is categorized as very practical with an index of 0.85 for cognitive, 0.86 for affective, 0.90 for psychomotor.

Need Analysis for Ecological Consciousness to Improve Metacognitive Awareness for Students in Islamic Learning Demina; Ramli, Syahrur; Susrizal, Silvia; Zakia, Nadia; Khadafi, Muhammad
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.27257

This study explores the integration of ecotheology into Islamic Religious Education (PAI) to enhance metacognitive awareness among students. Given the increasing ecological crisis, particularly in Indonesia, this research addresses the gap between students' cognitive understanding of environmental issues and their moral responsibility towards nature. Using a qualitative approach, interviews were conducted with 94 12th-grade students at MAN 2 Tanah Datar, West Sumatra, to assess their needs for combining ecological consciousness with metacognitive skills. The findings indicate that 71.5% of students require integrative knowledge that merges ecological awareness with metacognitive strategies. In comparison, 55.5% express the need for structured learning steps and regulations to effectively connect these areas. The results suggest that a two-month learning process is necessary to cultivate meaningful metacognitive understanding through ecotheological integration. This study highlights the importance of fostering reflective thinking and self-regulation in students to bridge the gap between theoretical ecological knowledge and real-life behaviors. However, the study is limited by its focus on a single institution and the use of only two metacognitive indicators. Future research should expand to include a broader range of metacognitive aspects and explore the integration of ecotheology in diverse educational settings to enhance students' ecological consciousness and critical thinking skills.

Build Cultural Responsiveness: Integration Model Cross Element PAI Co Curricular with Minangkabau Ethnography Silvia Susrizal; Syahrur Ramli; Susi Ratna Sari; Gusrina Fadhila; Demina
ISTAWA Vol 10 No 2 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v10i2.13058

This study aims to develop a co-curricular integration model of Islamic Religious Education across elements based on Keminangkabauan ethnography to build...cultural responsivenesson students. The research method used isresearch and development(R&D) by adopting the ADDIE model (Analyze, Design, Development, Implementation, EvaluationThis research was conducted at MTsN 6 Lima Puluh Kota, West Sumatra. The results of the research produced a PAI co-curricular module integrated with four sub-themes of Minangkabau ethnography:Alua Jo Sambah(integration of Islamic values of law and contemplation with honesty, politeness and ethics),Marandang(integration of Islamic values of ta'awun and halal haram with mutual cooperation, cooperation and health), Blessings for the Village (integration of Islamic texts with the harmony of nature and the environment), as well asScars (cross-element performing arts, namely faith, morals, worship, and Minangkabau ethnography in theater, drama, and dance). Expert validation of the teaching module obtained an average score of 93% (very valid), while the practicality test by educators reached 92.6% (very practical). This model has proven effective in transforming normative Islamic values into contextual and culturally relevant learning experiences, thereby strengthening students' cultural responsiveness. However, the study also highlighted the need for a balance between cultural approaches and strengthening students' existential navigation skills so that Islamic Religious Education learning is not only a socialization of tradition, but also fosters independent thinking in facing global diversity.

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