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All Journal EDUKATIF : JURNAL ILMU PENDIDIKAN Nusantara: Jurnal Pendidikan Indonesia
Tasman Hamami
UIN Sunan Kalijaga Yogyakarta, Indonesia
Education Mathematics Social Sciences

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Learning Assessment Model for Islamic Religious Education Rani Putri Prihatin; Tasman Hamami
Nusantara: Jurnal Pendidikan Indonesia Vol. 2 No. 2 (2022)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/njpi.2022.v2i2-10

Abstract

Assessment is not only seen as giving value through a series of tests, but also must be an integral part of learning. This paper tries to explain the development of an assessment model that can be used by teachers as a measuring tool after the learning unit is completed. This is also supported by several studies which reveal that assessment can improve learning. In this case, the assessment model is summarized into assessment for learning, assessment of learning, assessment as learning, and authentic assessment. This research uses a literature study approach with qualitative methods. The data obtained were obtained from the search results of various works of literature, namely books and relevant journals. After collecting the data, then analyzing the data results and focusing on the problem points. In addition, in every writing, every reference is always checked. This study describes authentic assessment in learning. The results of the assessment of Islamic religious education learning have emphasized what part must be assessed, namely the demand for competence in Islamic teachings that can be applied in everyday life. We can see this in the dominant aspects such as attitudes, skills, and knowledge, based on these aspects the teacher can collect student data using authentic assessment where student learning outcomes are shown based on achievement and learning outcomes in the form of abilities in real life.
Model Organisasi dan Desain Kurikulum PAI di Indonesia Rasyid Alwani; Tasman Hamami
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 5, No 5 (2023): October
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v5i5.5343

Abstract

Kurikulum erat kaitannya dengan berbagai pengaturan dari berbagai komponen kurikulum, sehingga diperlukan adanya pengoranisasian kurikulum khususnya bagi kurikulum Pendidikan Agama Islam (PAI) di Indonesia. tujuan penulisan artikel ini adalah mengungkapkan hakikat dari organisasi Kurikulum Pendidikan Agama Islam, faktor yang memperngaruhi organisasi kurikulum, prosedur mengorganisasikan kurikulum PAI dan model-model apa saja yang ada dalam organisasi kurikulum PAI serta desain kurikulum yang dapat dikembangkan pada kurikulum PAI. Penelitian dilakukan dengan menggunakan metode studi kepustakaan. Hasil dari penelitian ini menunjukkan bahwa organisasi kurikulum merupakan sebuah kerangka-kerangka umum dari program pembelajaran untuk dibelajarkan kepada peserta didik. Faktor yang menjadi perhatian dalam organisasi kurikulum yaitu, ruang lingkup (scope), urutan (sequence), dan penempatan bahan (grade placement). Pengorganisasian terbagi dalam beberapa prosedur yakni buku Pelajaran, prosedur survei pendapat, prosedur studi kesalahan, prosedur mempelajari kurikulum lainnya, analisis kegiatan orang dewasa, Prosedur fungsi sosial dan Prosedur minat kebutuhan. Ada beberapa model organisasi dalam pengorganisasian kurikulum PAI diantaranya separated subject curriculum (al-Manhaj al-Dirasah al-Munfasilah), correlated curriculum (al-Manhaj al-Tarabut), broad field curriculum (al-Manhaj al-Majalat al-Wasi’ah) dan integrated curriculum (al-Manhaj al-Mutakamilah). untuk desain kurikulum PAI dapat diringkas menjadi subject centerd design (SCD), broad field desgin (BSD) learner-centered design (LCD Problem-Centered Design (PCD).
Co-Authors Rani Putri Prihatin Rasyid Alwani