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All Journal Proceeding Of International Conference On Education, Society And Humanity Education and Sociedad Journal
Istiqomah, Shofia
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Social Sciences Other

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IMPLEMENTATION OF THE INDEPENDENT LEARNING CURRICULUM BY APPLYING THE PROJECT BASED LEARNING (PJBL) MODEL IN LEARNING ISLAMIC RELIGIOUS EDUCATION Istiqomah, Shofia; Aisyah, Nur
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 2, No 1 (2024): Second International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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Abstract

Project Based Learning is a learning approach that gives students the freedom to plan learning activities, carry out projects collaboratively, and produce work products that can be presented to others. This research explains the implementation of the independent curriculum by applying the basic learning project model for learning Islamic religious education. This research can be seen in terms of type and nature, so it takes the form of a descriptive qualitative approach. The results of this research are the research method used in this research, namely literature review. The project-based learning model is one of the appropriate models for using the independent curriculum, because this learning model can develop the potential of students in increasing their creativity in accordance with the Pancasila student profile which is one of the characteristics of the independent curriculum. In this project-based learning, it is in accordance with Islamic religious education learning by utilizing used goods and making wall magazines that are related to Islamic Religius Education material such as zakat, hajj, and others related to Islamic Religius Education material.
ZYA CBT as a Digital Evaluation Tool for Enhancing Authentic Assessment Practices in Education Istiqomah, Shofia; Munif, Muhammad
Education and Sociedad Journal Vol. 2 No. 1 (2024): January - June
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v2i1.914

Abstract

This study aims to analyze the implementation of ZYA CBT-assisted learning evaluation in enhancing teachers’ authentic assessment practices in Islamic Religious Education. This research employed a qualitative approach using a multi-case study design. Data were collected through classroom observations, in-depth interviews, and documentation. The collected data were analyzed using the Miles and Huberman interactive analysis model, including data reduction, data display, and conclusion drawing. The findings reveal that the implementation of ZYA CBT-assisted learning evaluation consists of three major stages: planning, implementation, and evaluation. In the planning stage, teachers in both educational institutions prepared assessment blueprints, test items, answer keys, and scoring systems. During the implementation stage, both institutions utilized the same ZYA CBT application and examination facilities. Several procedural steps were followed by students during the examination process to ensure the effectiveness of the evaluation. In the evaluation stage, teachers and institutions reviewed technical obstacles encountered during the implementation process and analyzed assessment results generated automatically through the ZYA CBT system. The implementation of ZYA CBT-assisted learning evaluation produced positive implications for institutions, teachers, and students. The use of digital-based evaluation not only introduced technological adaptation in the learning process but also strengthened teachers’ authentic assessment practices in evaluating students’ competencies more effectively and efficiently.
Co-Authors Munif, Muhammad Nur Aisyah