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All Journal Al Ishlah Jurnal Pendidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI)
Klis Dianti
Universitas Muhammadiyah Bima
Education Languange, Linguistic, Communication & Media Mathematics Other

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Islamic Religious Education Teacher's Experience in Implementing Differentiated Learning Klis Dianti; Ruslan Ruslan; Nasaruddin Nasaruddin
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (1)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i1.875

Abstract

The research aims to examine the response of Islamic Religious Education teachers' experiences in implementing differentiated learning in the classroom: a case study of SND INPRES Tololara. The focus of this research is how the experience of Islamic Religious Education teachers in implementing differentiated learning. Using a qualitative approach that emphasizes natural reality, and data collection techniques include observation, interviews, documentation, and data analysis techniques by reviewing the results in the collected data that detect topics and patterns that emerge. The results of this study indicate that Islamic Religious Education teachers in their experience to identify student needs use diagnostic assessment to find out the background of students. In the strategy of implementing differentiated learning, Islamic Education teachers use four aspects of learning, namely: content, process, product and learning environment. In his experience, Islamic Education teachers have challenges or obstacles, namely, lack of strategies, limited time and resources, the solution is to apply the four aspects above so that Islamic Education teachers can change learning according to their needs because everything is under the control of the teacher.
Analisis Asesmen Diagnostik, Formatif dan Sumatif Serta Implikasinya terhadap Efektivitas Sistem Evaluasi Pendidikan Klis Dianti; Maria Ulfah; Abd Salam; Gunawan Gunawan; Luthfiyah Luthfiyah
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 2 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i2.1234

Abstract

Penelitian ini bertujuan untuk menganalisis perbedaan antara penilaian diagnostik, formatif dan sumatif dalam pembelajaran dan implikasinya terhadap efektifitas sitem evaluasi pendidikan. Penelitian ini menggunakan metode deskriptif kualitatif berbasis kajian pustaka dengan sumber data yang berasal dari artikel, jurnal ilmiah, buku, dan document lainya yang sesuai dengan penelitian. Sementara untuk menganalisis datanya menggunakan metode analisis konten. Penilaian dalam pendidikan terdiri dari diagnostik, formatif dan sumatif yang masing-masing memiliki tujuan, Teknik, kelebihan dan kekurangan. Penilaian diagnostik berfungsi untuk mengidentifikasi kebutuhan awal siswa, formatif berfokus pada perbaikan selama proses pembelajaran, dan sumatif fokus pada penilaian akhir. Pembahasan menyoroti pentingnya penerapan penilaian pada rana kognitif, psikomotorik dan efektif secara terus menerus untuk kemajuan siswa yang komprehensif. Hasil penelitian menunjukan bahwa asesmen diagnostik memungkinkan guru mendesain startegi pembelajaran yang lebih baik, asesmen formatif memberikan timbal balik untuk memperbaiki proses pembelajaran dan asesmen sumatif memberikan evaluasi yang menyeluruh terhadap pencapaian hasil akhir siswa. Kesimpulanya asesmen yang terintegrasi dan berkesinambungan tidak hanya meningkatkan kualitas pembelajaran tetapi juga mendukung efektifitas system evaluasi Pendidikan secara keseluruhan. Hal demikian memberikan wawasan bagi pendidik dan pembuat kebijakan untuk mengoptimalkan strategi pembelajaran dan perencanaan kurikulum.
Integrating Direct Teaching and Local Cultural Values to Improve Student Engagement and Learning Outcomes in Islamic Religious Education for Fifth Grade Students Klis Dianti; Luthfiyah Luthfiyah; Syarifuddin Syarifuddin
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7574

Abstract

This study investigates the effectiveness of the Direct Instruction model integrated with the local cultural values of Maja Labo Dahu in enhancing student engagement and learning outcomes in Islamic Religious Education among fifth-grade students at INPRES Tololara State Elementary School. The integration of cultural elements aimed to make learning more relevant and character-building for students. A classroom action research (CAR) design was employed, conducted over two cycles. Each cycle involved stages of planning, implementation, observation, and reflection. The participants were 15 fifth-grade students. Data were collected through structured observations of student learning activities and evaluations of student learning outcomes. The findings revealed notable improvements in both student engagement and academic achievement. Student learning activity increased from 61.67% in the first cycle to 85% in the second, while classical learning completeness rose from 60% to 86.67%. These gains were attributed to clearer instructional guidelines, the integration of culturally familiar content, and the use of demonstration and practice-based teaching techniques. Reflective analysis from the first cycle allowed for refinement of teaching strategies in the second cycle, leading to enhanced student motivation, interaction, and comprehension. Beyond academic improvements, the integration of Maja Labo Dahu supported the development of character values aligned with Islamic teachings, such as integrity, respect, and cooperation. In conclusion, combining the Direct Instruction model with local cultural values proved effective in improving both cognitive and character outcomes, offering a viable approach to enhancing the quality of elementary education.
Co-Authors Abd Salam Gunawan Gunawan Luthfiyah Luthfiyah Maria Ulfah Nasaruddin Nasaruddin Ruslan Ruslan Syarifuddin Syarifuddin