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All Journal Jurnal Studi Islam Global Education : International Journal of Educational Sciences and Languages
Fatkhur Roji
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other

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EFEKTIVITAS PEMBELAJARAN BAHASA ARAB DENGAN MENGGUNAKAN METODE EKLEKTIK DI MIN 10 DUREN SAWIT Fatkhur Roji
Al Aqidah (Jurnal Studi Islam) Vol. 4 No. 1 (2024): Al Aqidah (Jurnal Studi Islam)
Publisher : Sekolah Tinggi Agama Islam AL Aqidah Al Hasyimiyyah Jakarta

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Abstract

This study aims to determine how the effectiveness of learning Arabic by using the MIN 10 Duren Sawit Direct Class Method. Based on the findings in the field that students' abilities differ in understanding Arabic learning material. There are still students who are less skilled and less enthusiastic when the learning process takes place. This can be seen from the process and the results obtained by the student. Location This research was conducted at MIN 10 Duren Sawit in the 2023 academic year. The sample in this study were Arabic language teachers and students namely as many as 71 respondents in MIN 10 Duren Sawit. The method used is a descriptive qualitative data analysis technique that is deductive in nature with a sample of MIN 10 Duren Sawit III grade students. From the calculation obtained the direct method effectiveness percentage is 66.2 which if interpreted in the qualitative sentence, the number is at the rate of 56%— 75% which means enough. So, the quality of the direct method in class III at MIN 10 Duren Sawit is in a sufficient position
Teachers’ Perceptions of Authentic Assessment Implementation in Language and Literacy Learning within Multicultural Secondary School Contexts Fatkhur Roji; Dina Destari; Noura Rizqyannisa Hidayat
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 1 (2024): February: Global Education : International Journal of Educational Sciences and
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i1.308

Abstract

This study investigates teachers' perceptions, experiences, and challenges in implementing authentic assessment in multicultural secondary school classrooms. Authentic assessment, focusing on real-world applications and holistic evaluation, is considered valuable for engaging students and fostering critical thinking. However, teachers in multicultural settings face specific challenges, including cultural sensitivity, time constraints, limited assessment literacy, and institutional policies favoring traditional assessments. Through qualitative, phenomenological research with in-depth interviews of language and literacy teachers, the study examines the benefits and barriers of authentic assessment. The findings indicate that while teachers recognize its pedagogical value, they encounter difficulties such as time limitations, insufficient professional development, and a lack of institutional support. Additionally, adapting assessments to be culturally relevant while ensuring fairness and inclusivity proves challenging. This research contributes to understanding the practical obstacles teachers face when applying authentic assessment in diverse classrooms. It also suggests that enhancing assessment literacy, providing targeted professional development, and revising policies to support flexible assessment approaches could help address these issues. The study emphasizes the need for a more culturally responsive approach to assessment, aiming to better equip students for real-world success while addressing the complexities of multicultural education.
Co-Authors Dina Destari Noura Rizqyannisa Hidayat