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All Journal Atthiflah: Journal of Early Childhood Islamic Education At Turots: Jurnal Pendidikan Islam
Aslihah Aslihah
Universitas Islam Negeri Sultan Maulana Hasanudin Banten
Religion Humanities Education Social Sciences Other

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PANDANGAN KRITIS FILSAFAT PENDIDIKAN ISLAM TERHADAP KONSEP PENDIDIKAN ISLAM PROGRESSIVISME Aslihah Aslihah; Subhan Subhan; Machdum Bachtiar
Atthiflah: Journal of Early Childhood Islamic Education Vol. 10 No. 2 (2023): Juni
Publisher : Prodi Pendidikan Islam Anak Usia Dini Institut Agama Islam Daruttaqwa Gresik

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Abstract

The purpose of this study is to describe the philosophy of Islamic education, a critical view of the concept of progressive Islamic education. This study uses a literature review to explore relevant concepts. Qualitative descriptive method has been used as a research method. The aim is to monitor the Indonesian education system. These results suggest that the development of an educational philosophy is another school that requires changes in education policy to gain positive self-confidence. There were progressive movements in the modern era, but their rapid development only occurred in the 20th century, especially in the United States. Starring: William James, John Dewey and Johan Heinrich. Actualization in the context of teaching can be seen from several different perspectives, including: the meaning of teaching, teaching objectives, curriculum, learning and the teacher's role in learning. The program is student centered and teachers act exclusively as facilitators, mentors and student development teachers.
Pengembangan Asesmen Diagnostik Kognitif pada Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti di Sekolah Dasar Kurikulum Merdeka Aslihah Aslihah; Enung Nugraha; Fitri Hilmiyati
At Turots: Jurnal Pendidikan Islam Vol. 5 No. 1 Juni (2023): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v5i1.392

Abstract

The Merdeka Belajar program focuses on authentic assessments that reflect students' factual knowledge, focusing on written assessments and students' abilities to apply and adapt the concepts learned in everyday life. The goal of the program's cognitive diagnostic assessment is to diagnose students' core skills and assess their baseline status. Emphasizing diagnostic assessments allows students to reflect on their thinking, identify their strengths, and assess their weaknesses. A qualitative approach was used in this research by utilizing sources related to cognitive diagnostic research, religious education, and Islam. Diagnostic assessments in Islamic religious and character education subjects in elementary schools, especially in the elements of aqidah in grades 3, 4 and 5, aim to achieve the same learning objectives, namely providing information and material related to Asmaul Husna to students. The development of this diagnostic assessment should be able to be adjusted to the differences in students' abilities in the class, so that teachers can determine teaching methods and work formats that suit individual students' abilities.
Co-Authors Enung Nugraha FITRI HILMIYATI Machdum Bachtiar Subhan Subhan