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All Journal Iseedu: Journal of Islamic Educational Thoughts and Practices Profetika: Jurnal Studi Islam
Annas Fajar Rohmani
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Religion Humanities Education Social Sciences

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POLA EVALUASI PEMBELAJARAN JARAK JAUH PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM Nurul Latifatul Inayati; Annas Fajar Rohmani; Armelya Puspita Ningrum
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 6, No 1 (2022): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v6i1.20543

Abstract

The COVID-19 pandemic has changed the learning process, which requires learning to be done remotely. Likewise, the learning evaluation process is also carried out remotely. Evaluation is an important part of a learning process because with the evaluation of learning a teacher knows the weaknesses and strengths in the learning that has been done and can be used to monitor the progress of students. Moreover, Islamic religious education is something that is very much needed in social life, because being given Islamic religious education, can foster and guide students to be religious, moral, and dignified. The provision of Islamic religious education is also an effort to realize the goal of national education, namely having religious spiritual strength. This study aims to describe the pattern of evaluation of distance learning and the obstacles faced in evaluating distance learning in the subjects of Islamic Religious Education class VIII at SMP N 13 Surakarta and SMP N 1 Mojolaban. This research is a type of qualitative research, so that in conducting data analysis using qualitative descriptive analysis methods. As for the data collection using interviews, documentation, and observation.            The results of this study found that the pattern of implementing distance learning evaluations in the cognitive, affective, and psychomotor domains had been carried out following the evaluation stages, namely planning, implementing, processing, and interpreting data, and reporting evaluation results. And for the obstacles faced during the evaluation of distance learning, namely in the cognitive realm, the test questions are only objective and there are no HOTS questions, so they are not effective in measuring children's understanding. Constraints in the affective domain cannot measure the value of attitudes in the social sphere. And for the psychomotor domain, the assessment is in the form of making practice videos, which makes students complain that there is no internet quota to send assignments because the average student system is in the middle to lower economy.
Revitalizing Islamic Education Through STEAM to Achieve the SDGS: A Pathway to Higher-Order Thinking and Academic Excellence Annas Fajar Rohmani; Wachidi; Waston; Abdunrorma Samaalee; Camila Garcia
Profetika: Jurnal Studi Islam Vol. 26 No. 03 (2025): Profetika Jurnal Studi Islam 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v26i03.14902

Abstract

Objective: This study aims to examine the effectiveness of integrating the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach into Islamic Religious Education (IRE) to enhance students’ higher-order thinking skills (HOTS) and academic performance, while promoting value-based character development. Theoretical framework: The study is grounded in Bloom’s Taxonomy, focusing on cognitive levels C3 (application), C4 (analysis), and C5 (evaluation), combined with Islamic epistemology and constructivist learning theory, which emphasize holistic and contextual knowledge. Literature review: Existing literature highlights the success of STEAM in scientific disciplines, but its application in religious education remains limited. Classical Islamic scholars advocated the integration of rational, empirical, and spiritual knowledge. Embedding STEAM in IRE aligns with this legacy and supports Sustainable Development Goal 4.7, promoting inclusive, ethical, and future-ready education. Methods: Using a quasi-experimental pretest-posttest control group design, this study involved eighth-grade students at SMP Negeri 13 Surakarta. The experimental group received STEAM-based instruction on muamalah (Islamic economic ethics), while the control group followed traditional methods. Quantitative data were analyzed using t-tests; qualitative insights were drawn from student journals and reflections. Results: Students in the STEAM group showed significant improvements in HOTS, with mastery levels reaching 96%, alongside notable academic gains and deeper engagement. Implications: Integrating STEAM into IRE fosters critical, creative, and ethically grounded learners. It offers a transformative model for modern Islamic education that bridges tradition and innovation. Novelty: This study pioneers an interdisciplinary framework merging STEAM with Islamic values, providing empirical support for its relevance in 21st-century education.
Co-Authors Abdunrorma Samaalee Armelya Puspita Ningrum Camila Garcia Nurul Latifatul Inayati Wachidi Waston