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All Journal JSW (Jurnal Sosiologi Walisongo) Journal on Education EDUTEC : Journal of Education And Technology DIMAR: Jurnal Pendidikan Islam Devotion: Journal of Research and Community Service Mukaddimah: Jurnal Studi Islam Al-Qisthu: Jurnal Kajian Ilmu-Ilmu Hukum Eduvest - Journal of Universal Studies MENTARI : Journal Of Islamic Primary School Journal of Educational Research and Practice Journal of Elementary Education Research and Practice
Nawal Nur Arafah
STAI Al Anwar Sarang Rembang
Religion Aerospace Engineering Arts Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

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Implementasi Penilaian Autentik Kurikulum Merdeka Mata Pelajaran PAI dan Budi Pekerti di SMP AL Anwar dan SMA Al Anwar Sarang Kabupaten Rembang Khodijah; Muhamad Usman; Nawal Nur Arafah; Ahmad Sunoko
DIMAR: Jurnal Pendidikan Islam Vol. 7 No. 2 (2026): Dimar: Jurnal Pendidikan Islam (in press)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al Mubarok Bandar Mataram

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Abstract

This study aims to analyze the implementation of authentic assessment within the Merdeka Curriculum in Islamic Religious Education (PAI) and Character Education at Al Anwar Junior High School and Al Anwar Senior High School, Sarang, Rembang. The study employed a qualitative approach with a multisite case study design. Data were collected through observation, semi-structured interviews, and documentation involving school principals, curriculum coordinators, PAI and Character Education teachers, and students. Data analysis followed the interactive model of data condensation, data display, and conclusion drawing and verification, while data credibility was strengthened through source and technique triangulation and member checking. The findings indicate that authentic assessment has been implemented as an integral component of learning rather than merely as a mechanism for determining final grades. Teachers employ various assessment techniques according to learning objectives and material characteristics, covering students’ knowledge, skills, attitudes, and participation. A notable finding is the difference in assessment complexity across educational levels. At the junior high school level, authentic assessment emphasizes conceptual understanding, attitude habituation, and simple application in daily life, whereas at the senior high school level, it involves greater independence, higher-order thinking, problem solving, presentation, and contextual application of knowledge. Assessment results are also utilized to provide feedback and determine instructional follow-up. The study concludes that the quality of authentic assessment is determined not primarily by the diversity of instruments but by the coherence between learning objectives, assessment activities, evidence of achievement, feedback, and follow-up. The study contributes a cross-level perspective on authentic assessment in Islamic educational settings by identifying a gradation of assessment complexity according to students’ developmental characteristics.
Rekonstruksi Keterpaduan Pembelajaran pada MI/SD: Dari Pembelajaran Tematik menuju Pembelajaran Mendalam Nurani Rahmania; Ahmad Sunoko; Nawal Nur Arafah
Mentari : Journal of Islamic Primary School Vol. 4 No. 3 (2026): September 2026
Publisher : PGMI, STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/ment.v4i3.2136

Abstract

Curriculum changes in Indonesia often raise questions about the continuity of thematic learning in Madrasah Ibtidaiyah (MI) and elementary schools (SD). Changes in curriculum structure do not necessarily mean that the underlying principles of learning are abandoned. This study aims to trace the development of the principle of integration from thematic learning to Deep Learning and to formulate a framework of integrated learning that is relevant to current developments in MI/SD education. This study employed a literature review and policy document analysis by examining relevant scholarly articles, theoretical works, and educational policy documents concerning integrated learning, thematic learning, curriculum development, and Deep Learning. The analysis was conducted through thematic mapping, comparison of forms of integration across curriculum developments, policy document analysis, and conceptual synthesis. The findings show that the principle of integration remains an important part of learning in MI/SD, although its form of implementation has changed over time. In the 2013 Curriculum, integration was realized through thematic learning, with themes serving as the main organizing element, although implementation still showed forms of formal-administrative integration. The Merdeka Curriculum provides greater flexibility through learning outcomes, contexts, IPAS, and learning experiences. Deep Learning further strengthens connections among concepts, meaningful learning experiences, and holistic student development. Based on these findings, this study proposes a substantive-holistic integration framework consisting of three interrelated pillars: epistemological, pedagogical, and assessment. This framework provides a basis for understanding the continuity of the principle of integration while helping teachers and prospective teachers design more meaningful and integrated learning experiences that are responsive to the development of MI/SD students. Keywords: substantive-holistic integration; conceptual reconstruction; thematic learning; Deep Learning; MI/SD
Co-Authors Ahmad Musonnif Alfi Ahmad Sunoko Fauzi, Moh Ali Khodijah Lahij Kamal M. Asep Fathur Rozi Moch. Rizal Fuadiy Mohammad Bilutfikal Khofi Muhamad Usman Muhammad Afifuddin Nawal Nur Arofah Nurani Rahmania Purwanto Shokhibun Ni'am Syihabuddin Alwy Umar, Muallief