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All Journal Journal on Education Instructional Development Journal
Mohd Fauzan
UIN Sultan Syarif Kasim Riau
Education Social Sciences Other

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Integrasi Agama dan Sains dalam Perspektif Ziaudin Sardar Solusif-Sintesisnya terhadap Problematika Pendidikan Islam Mohd Fauzan; Amril M
Journal on Education Vol 6 No 2 (2024): Journal on Education: Volume 6 Nomor 2 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i2.5181

Abstract

This article aims to discuss the integration of religion and science as a solution and synthesis of educational problems from Ziaudin Sardar's perspective. The problems in this article are examined using the Literature Review approach. The literature used comes from relevant journal articles. Based on the discussion, it can be concluded that the integration of religion and science according to Ziauddin Sardar as a solution in the development of Islamic educational thought by building an Islamic epistemology by developing a new paradigm in which the external expressions of Islamic civilization which include science, technology, politics, relations between nations, and the development of national society, can studied and developed for practical human needs according to contemporary realities.
Implementasi Asesmen Merdeka Belajar pada Madrasah Aliyah Negeri di Pekanbaru: Studi Kasus dan Evaluasi Mohd Fauzan; Rafiqi Almunawwar; Khusnal Marzuqo
Instructional Development Journal Vol. 8 No. 3 (2025): IDJ
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

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Abstract

This study aims to analyze the implementation of the Merdeka Belajar (Independent Learning) assessment policy in State Islamic Senior High Schools (Madrasah Aliyah Negeri or MAN) in Pekanbaru. The Merdeka Belajar assessment emphasizes a holistic evaluation approach, focusing on competency development and aligning with students' needs and potentials. Employing a qualitative approach with a case study method, data were collected through observations, interviews with teachers and school principals, and analysis of assessment documents utilized in the madrasahs. The findings reveal that the implementation encompasses various strategies, including flexible formative assessments, the use of diagnostic assessments to identify students' learning needs, and summative assessments presented not only in the form of tests but also as projects and portfolios. Nonetheless, several challenges persist, such as varying levels of teacher understanding regarding the Merdeka Belajar assessment concept, limited supporting infrastructure, and the necessity for ongoing professional development to ensure effective implementation. Therefore, comprehensive policies and sustained support are essential to enable the Merdeka Belajar assessment to significantly enhance the quality of learning in madrasah.
Co-Authors Amril M Khusnal Marzuqo Rafiqi Almunawwar