Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Tadarus Tarbawy : Jurnal Kajian Islam dan Pendidikan Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Sri Hastuti
Universitas Muhammadiyah Tangerang
Religion Education

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

Found 2 Documents
Search

 1 
MODEL ASESMEN ALTERNATIF DALAM EVALUASI PEMBELAJARAN DI ERA PANDEMI COVID-19 Sri Hastuti; Ismail Marzuki
Tadarus Tarbawy Jurnal Kajian Islam dan Pendidikan Vol 3, No 1 (2021): Tadarus Tarbawy : Jurnal Kajian Islam dan Pendidikan
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/jkip.v3i1.4252

Abstract

Learning activities during the Covid-19 pandemic have changed the paradigm of education and require all parties to change the learning system using online media. This includes assessment activities for students. Therefore it is necessary to have an alternative assessment model that supports a good and effective online learning process, both for educators and students. This study seeks to provide an overview of alternative forms of assessment and evaluation that can be used as a model for educators in assessing and evaluating student learning outcomes during the Covid-19 pandemic that hit Indonesia. This research is a type of qualitative research. Researchers obtained data from the results of literature studies from various books, journals, scientific papers, and also other documents that examine assessment and evaluation of learning, both in general and specifically examining the assessment and evaluation of online learning. The results of this study are several forms of assessment models that can be applied in the online learning process, including online-based assessment, portfolio assessment, and character assessment.
Responding to the Crisis of Religious Literacy among Generation Z in the Era of Algorithmic Islam: Developing a Deep Learning-Based Islamic Education Model Milana Abdillah Subarkah; Sri Hastuti
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.199

Abstract

The expansion of digital technology and algorithm-driven platforms has transformed the ways Generation Z encounters and interprets religious knowledge, creating new challenges for Islamic education. Although digital media broaden access to religious information, they also encourage the spread of fragmented narratives, misinformation, and uncritical patterns of religious learning. This study aims to examine the crisis of religious literacy experienced by Generation Z in the era of algorithmic Islam and to develop a deep learning-based Islamic education model capable of strengthening critical religious literacy. Using an Educational Design Research (EDR) approach, the study was conducted from March to May 2026 in four Islamic educational institutions in Banten Province, Indonesia. Twenty-five participants, including school principals, Islamic Religious Education teachers, and parents, were selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, focus group discussions, document analysis, expert validation, and limited model implementation. The findings indicate that existing Islamic Religious Education remains predominantly transmission-oriented and has not adequately addressed the epistemological complexities of digitally mediated religious environments. The study subsequently developed the Deep Learning-Based Critical Religious Literacy (DL-CRL) Model, which comprises five interconnected dimensions: critical inquiry, digital religious verification, reflective dialogue, collaborative knowledge construction, and transformative religious engagement. Limited implementation demonstrated improvements in students’ ability to evaluate religious information, verify digital sources, and construct evidence-based religious arguments. The proposed model offers an integrative pedagogical framework that connects Islamic educational values, deep learning, and digital religion studies to support religious literacy among Generation Z.
Co-Authors Ismail Marzuki Milana Abdillah Subarkah