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All Journal Journal AL-MUDARRIS Journal of Elementary School IJELaSS: International Journal of Education, Language and Social Scince
Fia Alifah Putri
UIN Sulthan Thaha Saifuddin Jambi
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Analisis HOTS Pada Tes Tertulis Dalam Bentuk Objektif Dan Uraian Pendidikan Dasar Fia Alifah Putri; Namiroh Lubis; Nurzakiah Simangunsong; Maulida Rizqia; Mikyal Hardiyati
Tarunateach: Journal of Elementary School Vol. 1 No. 1 (2023): September
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54298/tarunateach.v1i1.141

Abstract

The importance of the thinking process dimension in Bloom's Taxonomy which has been revised by Krathwohl and Anderson in the realm of providing material and assessments carried out in the realm of knowledge which consists of the abilities: remembering (remembering-C1), understanding (understanding-C2), applying (applying-C3) , analyzing (analyzing-C4), evaluating (evaluating-C5), and creating (creating-C6). HOTS questions generally measure abilities in the domains of analyzing (analyzing-C4), evaluating (evaluating-C5), and creating (creating-C6). This article generally aims to describe the use of HOTS (High Order Thinking Skills) in objective test questions and descriptions. The method used is the library research method. The author collected a number of references in accordance with the analysis of the assessment of HOTS questions on written tests in objective form and descriptions of both journals, books and related government regulatory documents. The results of this research show that analysis of the assessment of HOTS questions on written tests in objective and descriptive form can improve the critical, logical, reflective, metacognitive and creative thinking skills that school students must have as early as possible or at elementary school level.
RELIGIOUS MODERATION: TOLERANCE VALUES IN ISLAMIC RELIGIOUS EDUCATION LEARNING IN THE MUARO JAMBI TEMPLE COMPLEX Abdul Wahid; Sayed; Anita Sari; M. Rohimin; Fia Alifah Putri
International Journal of Education, Language, and Social Science Vol. 3 No. 2 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i2.69

Abstract

This study explores the implementation of religious moderation through tolerance values in Islamic Religious Education within the Muaro Jambi Temple Complex. Employing a descriptive qualitative approach, the study analyzes how tolerance is practiced and interpreted by the local Muslim community, traditional leaders, and educators. The data were examined to identify patterns and relationships that reflect the integration of religious principles with the social and cultural context of the site. The findings reveal that tolerance is demonstrated through the community’s ability to maintain strong religious commitment while simultaneously respecting and preserving the cultural and historical heritage. 1) The temple environment is used as a living laboratory for learning, where teachers of Annisa Kindergarten and Itihadul Khoiriyah MTs integrate wasathiyah values through a contextual, historical, and experiential learning pedagogical approach that provides opportunities for students to understand cultural diversity; practice tolerance, and avoid extreme judgments of differences. 2) The community remains steadfast in the value of monotheism while interpreting the existence of historical sites as part of a cultural identity that needs to be maintained, so that their religious practices are inclusive, balanced, and harmonious, in line with the paradigm of Islam rahmatan lil 'alamin; 3) Socio-religious life, worship activities, and educational activities take place side by side with the flow of cultural tourism without conflict, indicating a strong internalization of religious moderation at the practical level
OBSTACLES IN IMPLEMENTING THE RADEC LEARNING MODEL AS A FORM OF DEVELOPING STUDENTS' SOCIAL INTERACTION ABILITIES OF MI TEACHER EDUCATION STUDENTS Nasyariah Siregar Siregar; Fia Alifah Putri; Wahyu Iskandar
Al-Mudarris: Journal Of Education Vol. 9 No. 1 (2026): edisi APRIL
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/mpkwyv44

Abstract

Study This focus attention to the identification of Obstacles in Implementing the RADEC Learning Model as an Effort to Develop Ability Interaction Social Student. Research This use approach combination or mixed methods for analyze application of the RADEC (Reading, Answering, Discussing, Evaluating, and Creating) learning model in development ability interaction social student. With using the Concurrent Embedded model, and using the purposive sampling technique. With results study This are the Obstacles in Implementing the RADEC Learning Model as Form Development Ability Interaction Social Students (1) Variations Ability Reading and Initial Comprehension of Students. Stage First in RADEC is Read, which requires student understand material in a way independent before lectures. However, the ability literacy and level understanding beginning PGMI students still diverse. As a result, the Answer and Discuss process becomes not enough effective Because student No own foundation knowledge that should be obtained at the stage beginning (2) Low Courage and Skill Communication in Discussion. The RADEC model demands student active discuss, explain, and put forward ideas in front of Friend peers. Common obstacles appear is Lots PGMI students who are still not enough believe self, passive, or Afraid put forward opinion. Culture academics who have not fully support openness and courage speak make the Discuss and Explain stages are not running optimally. As a result, the goal RADEC main for increase interaction social and collaboration become hampered. (3) Limitations Time Management. limitations time face advance make a number of RADEC stages impressed rush, especially at the Explain and Create stages which require time more Lots For exploration and collaboration.
Co-Authors Abdul Wahid Anita Sari M. Rohimin Maulida Rizqia Mikyal Hardiyati Namiroh Lubis Nasyariah Siregar Siregar Nurzakiah Simangunsong Sayed Wahyu Iskandar