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All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini as-sibyan : Jurnal Pendidikan Anak Usia Dini Academy of Education Journal Ulumuddin : Jurnal Ilmu-ilmu Keislaman Jurnal Nuansa Akademik: Jurnal Pembangunan Masyarakat Asas wa Tandhim: Jurnal Hukum, Pendidikan, dan Sosial Keagamaan Gemi: Jurnal Penelitian dan Pengabdian

Agung Prihantoro

Universitas Cokroaminoto Yogyakarta

Author-ID : 3397870

Religion Humanities Civil Engineering, Building, Construction & Architecture Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 11 Documents Claim Missing Document

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Mengembangkan Strategi Pembelajaran Bahasa Inggris Yang Kreatif Agung Prihantoro
Ulumuddin : Jurnal Ilmu-ilmu Keislaman Vol 8 No 1 (2018): Ulumuddin: Jurnal Ilmu-ilmu Keislaman
Publisher : Universitas Cokroaminoto Yogyakarta

The main problem of students in Indonesia in learning English as a second languages is that they have been learning English since they studied in the basic schools but they cannot communicate (read, write, speak, listen [RWSL]) in English well as some researches show it. The problem is concerned with teaching and learning components that are students, teachers, curriculum, learning material, teaching and learning activity, classrooms, and learning tools. The article focuses on learning material and teaching and learning activity that should drive studentsaat higher education able to communicate in English well. The learning material includes knowledge, skills and expertise, values, and attitudes and behaviors. The teaching and learning activity contains (1) paradigm shift from instruction paradigm to learning paradigm and (2) communicative learning strategy.

Melakukan Penelitian Tindakan Kelas Agung Prihantoro; Fattah Hidayat
Ulumuddin : Jurnal Ilmu-ilmu Keislaman Vol 9 No 1 (2019): ULUMUDDIN
Publisher : Universitas Cokroaminoto Yogyakarta

The paper explores the classroom action research as one of research methodologies. This kind of research methodology aims to solve learning and teaching problems and improve the quality of education. There are four models of classroom action research, namely Kurt Lewin model, Stephen Kemmis and Robyn McTaggart model, Margaret Riel model, and Robert P. Pelton model. To make the models easy to apply, the authors show an example of classroom action research framework.

Kegagalan Pelaksanaan Asesmen Autentik pada Pelajaran Pendidikan Agama Islam Di Sekolah Dasar Dan Menengah Agung Prihantoro
Ulumuddin : Jurnal Ilmu-ilmu Keislaman Vol 11 No 1 (2021): Ulumuddin: Jurnal Ilmu-ilmu Keislaman
Publisher : Universitas Cokroaminoto Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/ulumuddin.v11i1.688

The article aimed to (1) describe how failure of the application of authentic assessment of Islamic education in Indonesia’s schools and madrasa was, (2) explain why the failure happened, and (3) explain what the failure implied. Using the systematic literature review, the article investigated 27 researches on authentic assessment practices. The conclusions are that (1) the failure were proved in very few features of authentic assessment at the practices, because (2) the teachers of Islamic education did not understand authentic assessment and in turn because campaign and training of authentic assessment were a minimum. (3) The failure implied in untrained studenrs to apply their acquired knowledge, higher order thinking skills and attitude in real life, identify and solve Muslim’s complex problems, collaborate and construct knowledge.

TIGA PARADIGMA EVALUASI PENDIDIKAN: SEBUAH PETA PERKEMBANGAN Agung Prihantoro
Academy of Education Journal Vol 12 No 1 (2021): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

In the field of classroom educational assessment or evaluation, there is a research gap in the development of three educational assessment paradigms: assessment of learning, assessment for learning, and assessment as learning. The paper aims to fill the gap by describing the development. The research methodology employed was literature review. The results indicated that two phases of the development are early and advanced ones. In the early phase, some educational stakeholders hoped to orient educational assessment toward learning, not only assessing. The early phase originated the assessment as learning which showed differences among the three paradigms. In the advanced phase, the assessment as learning together with the assessment of learning and the assessment for learning were applied in various classes in schools and higher education in many countries. The application generated scientifically empirical shreds of evidence of strengths and weaknesses and future progress of particularly the assessment as learning.

Model Assessment of, for dan as Learning Terpadu dalam Mata Kuliah Reading Bahasa Inggris Agung Prihantoro
Nuansa Akademik: Jurnal Pembangunan Masyarakat Vol 7 No 2 (2022)
Publisher : Lembaga Dakwah dan Pembangunan Masyarakat Universitas Cokroaminoto Yogyakarta (LDPM UCY)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/jnajpm.v7i2.1155

The research aim develops an integrated model of assessment of learning (AoL), assessment for learning (AfL) and assessment as learning (AaL) in English language reading subject of private Islamic universities in the Yogyakarta special province. The research methodology is Borg and Gall’s research and development (R & D). The respondents are students of the Sekolah Tinggi Agama Islam Masjid Syuhada (STAIMS) Yogyakarta dan of the Islam Faculty of the Yogyakarta Cokroaminoto University. The results are that the model increases learning outcomes of the English language reading subject in STAIMS Yogyakarta in 2019 dan in the Islam Faculty of the Yogyakarta Cokroaminoto University in 2021, but decreases them in the Islam Faculty of the Yogyakarta Cokroaminoto University in 2019. The model needs to revise again and test for more respondents of more than two private Islam universities with being based on right learning theories. However, the model can be applied to maximize the achievement of learning outcome of the English reading subject.

Asesmen Formatif Pada PAUD Di Indonesia Agung Prihantoro
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2021)
Publisher : UIN Sultan Maulana Hasanudin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/assibyan.v6i1.9933

Formative assessment in early childhood education in Indonesia does not have been working well. The research aims to prove the problem that the formative assessment (assessment for learning and assessment as learning) in early childhood education in Indonesia does not have been performing well. The research employed the research methodology of literature review to investigate the problem by analyzing empirical research-based articles on assessment in early childhood education. The result shows that a very few of natures of the formative assessment were present when teachers of early childhood education assessed their students. Goals, teacher’s and student’s roles, methods, feedback and following actions which particularly characterize the formative assessment were seldom found in the assessment practice in early childhood education in Indonesia.

Penerapan Assessment Of, For Dan As Learning Dalam Perkuliahan Di Perguruan Tinggi Keagamaan Islam Indonesia Prihantoro, Agung; Santoso, Fattah Setiawan; Haroen, Hilman
Ulumuddin: Jurnal Ilmu-ilmu Keislaman Vol 14 No 1 (2024): Ulumuddin: Jurnal Ilmu-Ilmu Keislaman
Publisher : Universitas Cokroaminoto Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/ulumuddin.v14i1.2371

The research aims to describe (1) how assessment of learning (AoL), assessment for learning (AfL) and assessment as learning (AaL) are applied by lecturers in Islamic universities in Indonesia, (2) what steps of the AaL the lecturers take, (3) how the lecturers give feedback of the AaL to students in the sociocultural-regious context of Indonesia Islamic universities, and (4) what problems and solutions of applying the AaL. The research methodology is an explanatory sequential mixed-methods. The population is lecturers of Islamic universities in Indonesia and the sample is 108 lecturers by cluster random sampling. The lecturers applying the AoL, AfL and AaL unitedly and separately in high level are 10 (9,26%)—19 (17,59%) people, and those specifically applying the AaL are 10 (9,26%) people. Steps of the AaL taken by the lecturers are (1) writing and distributing teaching plans to students, (2) motivating students to do self-regulated learning, (3) asking students to assess student’s own learning outcome, (4) asking students to assess their colleagues’ learning outcome and (5) giving feedback to students. The lecturers give feedback to students in Indonesia Islamic universities. Problems of applying the AaL deal with the lectuers’ low understanding of the AaL and students’ low level of self-regulated learning.

Kritik dan Dukungan Media Massa terhadap Kebijakan dan Implementasi Akreditasi Sekolah Prihantoro, Agung
Asas Wa Tandhim: Jurnal Hukum, Pendidikan Dan Sosial Keagamaan Vol. 4 No. 1 (2025)
Publisher : Universitas Cokroaminoto Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/awtjhpsa.v4i1.2782

The government policy regarding school/madrasah accreditation and its implementation has been reported by mass media. Kompas, as one of the largest mass media outlets in Indonesia, has covered the policy and its implementation in two ways: criticism and support. These reports were analyzed using critical discourse analysis, facilitated by Atlas.ti software. The analysis results indicate that Kompas criticizes the policy and its implementation by featuring critical news articulated by education activists. On other occasions, Kompas supports the policy by directly quoting statements from officials.

Clustering ECE and NFE Accredited Statuses with Unsupervised Possibilistic Fuzzy C-Means Prihantoro, Agung; Kartianom, Kartianom; Atymtaevna, Begimbetova Guldana
Nuansa Akademik: Jurnal Pembangunan Masyarakat Vol. 10 No. 2 (2025)
Publisher : Lembaga Dakwah dan Pembangunan Masyarakat Universitas Cokroaminoto Yogyakarta (LDPM UCY)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/jnajpm.v10i2.3025

The research aims to have clusters of accredited statuses of early childhood education (ECE) and non-formal education (NFE) institutions in Yogyakarta Special Province in Indonesia, which are created by unsupervised possibilistic fuzzy c-means (UPFC) and to organize the institutions into the clusters created. The Board of National Accreditation for ECE and NFE determined four accredited statuses of A, B, C, and TT. The research employs a method of machine learning, especially UPFC. The dataset is a data of accreditation 2022 from the Board of National Accreditation for ECE and NFE of Yogyakarta Special Province. The data consists of 760 institutions composed of 749 (98.55%) ECE institutions and 11 (1.45%) NFE institutions. The analysis of UPFC created two clusters of accredited statuses of the institutions, thar are Accredited A that consists 437 (57.5%) institutions and Accredited B consisting of 323 (42.5%) institutions. The names of the clusters have political impact.

PELATIHAN ASESMEN AUTENTIK BAGI GURU SEKOLAH DASAR MUHAMMADIYAH PAKEM SLEMAN Prihantoro, Agung; Nugroho, Taufik; Nasrudin, Muhammad; Hidayat, Ridwan Nur; Aprilia, Aprilia
Gemi: Jurnal Penelitian dan Pengabdian Vol. 4 No. 2 (2025): Gemi
Publisher : Universitas Cokroaminoto Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/gemi.v4i2.2410

A kind of learning assessments that has not been done by the teachers of Pakem Muhammadiyah Elementary School, Sleman, Special Province of Yogyakarta is authentic assessment. Therefore, training and workshop of authentic assessment were held for the six teachers of 1—6 grades. Before and after the training and workshop were held, the teachers were pretested and postested. The training and workshop were held in forms of lecturing, discussing and designing authentic assessment. Scores of the pretest and postest were analyzed with Wilcoxon Signed-Rank Test. Ho is the training and workshop do not improve the teachers’ knowledge on authentic assessment. Ho is accepted if P-value < 0,05 with α = 0,05. Because of P-value < α, 0,00027 < 0,05, Ho is accepted. It concludes that the training and workshop do not improve the teachers’ knowledge on authentic assessment. It may be caused of limited durance of the training and workshop.

Co-Authors Aprilia Aprilia, Aprilia Atymtaevna, Begimbetova Guldana Farida Agus Setiawati Fattah Hidayat Fattah Setiawan Santoso Hidayat, Ridwan Nur Hilman Haroen Kartianom, Kartianom Muhammad Nasrudin Taufik Nugroho

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