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All Journal Journal of Nonformal Education Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama PEDAGOGIA Empowerment Jurnal Ilmiah POTENSIA Atthulab: Islamic Religion Teaching and Learning Journal Comm-Edu (Community Education Journal) Jendela PLS: Jurnal Cendekiawan Ilmiah Pendidikan Luar Sekolah Jurnal Pendidikan dan Kebudayaan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran E-Coops-Day : Jurnal Ilmiah Abdimas Indonesian Journal of Adult and Community Education (IJACE) Journal of Education Technology Information Social Sciences and Health
Jajat S. Ardiwinata, Jajat S.
Universitas Pendidikan Indonesia
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Other

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Participatory Evaluation as a Pedagogical Tool for Enhancing Student Agency in Community-Based Islamic Schools Harahap, Friska Indria Nora; Kamil, Mustafa; Ardiwinata, Jajat S.; Sardin; Hamka, Ade
Jurnal al-Thullab Vol 10 No 2 (2025): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v10i2.47867

Abstract

This study is grounded in the need to shift educational evaluation from a teacher-centered approach toward a more student-centered and reflective process. In many non-formal Islamic educational settings, evaluation practices remain informal, unstructured, and focused on outcomes rather than learning processes, which limits students’ ability to develop independence and metacognitive awareness. Therefore, this study aims to examine the implementation of participatory evaluation as a pedagogical tool to enhance student agency in a community-based Islamic learning environment. This research employs a descriptive qualitative approach, using in-depth interviews, participant observation, and document analysis, with thematic analysis to interpret the data. The findings reveal that participatory evaluation, implemented through reflective journals and dialogic feedback, significantly enhances students’ metacognitive awareness, learning autonomy, and sense of responsibility. Evaluation is reconceptualized as assessment as learning, where students actively reflect on and regulate their own learning processes. The study contributes theoretically by integrating participatory evaluation with Islamic values, particularly muhasabah (self-reflection), and practically by offering an alternative evaluation model for strengthening independent and reflective learning in community-based Islamic education.
Co-Authors Achmad Hufad Agus Joko Prayitno Ahmad Hamdan Akhyadi, Ade Sadikin Anak Agung Istri Sri Wiadnyani Ani Rindiani Ari Putra Asep Saepudin Babang Robandi Bastian, Rina Cucu Sukmana Cucu Sukmana, Cucu Dadang Yunus Lutfiansyach Dadang Yunus Lutfiansyach Elih Sudiapermana, Elih Fahimah, Nurul Farida, Evi Friska Indria Nora Harahap Haliwigena, Sarah Hamka, Ade Hasanah, Viena Rusmiati Holva Lovana Siregar Ihat Hatimah Irwanto Gani kamarubaini, Nita Kamil, Mustafa Mulyono, Dinno Mustofa Kamil, Mustofa Nike Kamarubiani Nunu Heryanto Oong Komar Pramudia, Joni Rahmat Purnomo Riyantini Riyantini Rohmat, Dewi Nur S.Pd. M Kes I Ketut Sudiana . Sardin Sardin Sardin Siti Maspupah Sugiana, Firman Suryana Ujang Rahmat Uyu Wahyudin Yanti Shantini, Yanti