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All Journal Jurnal Inovasi Teknologi Pendidikan Proceeding Of International Conference On Education, Society And Humanity
Almaknunah, Luluk
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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THE INFLUENCE OF IMPLEMENTING AUTHENTIC ASSESSMENT ON STUDENT’S LEARNING ACHIEVEMENT IN THE FIQH SUBJECT AT MA NURUL JADID PAITON PROBOLINGGO Almaknunah, Luluk
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

Teachers' difficulty in evaluating learning, especially in fiqh subjects, is one of the problems in achieving learning objectives. Therefore, an assessment is needed to measure the effectiveness of the use of curriculum, strategies, and learning processes. As with the use of the 2013 curriculum, which applies a system of assessment of attitudes, knowledge and skills. This assessment is often called authentic assessment. Therefore, the purpose of this study is to determine how much influence the application of authentic assessment has on student learning achievement in fiqh subjects. This study involved 67 students of MA Nurul Jadid class XII IPA Regular 2 and XII IPA Regular 3. This research uses quantitative methods of correlative or causal associative techniques, with correlation analysis using person product moment.  Data collection was obtained from the results of written tests and questionnaires. The analysis results show the correlation between variables x and y, which is 0.064 with a value of r = 0.227. These results when consulted to the interpretation column show a low correlation between x and y which is in the range of 0.20 -0, 399. so the Sig. (2-tailed) value = 0.064 which is greater than 0.05 (0.064>0.05). So it can be concluded that Ha is accepted and H0 is rejected. That is, there is an influence between the application of authentic assessment on student learning achievement but it is still low..
Students and lecturers' perspectives of MOOCs as an educational innovation for sustainable learning Almaknunah, Luluk; Muali, Chusnul
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 2 (2025): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i2.83081

Abstract

The integration of Massive Open Online Courses (MOOCs) into higher education in Indonesia continues to face significant challenges, particularly regarding their effectiveness in supporting sustainable learning. Most prior studies have predominantly focused on technical aspects such as platform usage and user participation rates. At the same time, limited attention has been given to the impact of MOOCs on long-term skill development, learner autonomy, and their formal integration into academic curricula. This study offers a novel contribution by deeply exploring the perspectives of both students and lecturers on MOOCs as an educational innovation for sustainable learning in higher education. Employing a mixed-methods approach, the research utilized the MOOC Integration Perception Scale (MIPS) for quantitative data and the MOOC Sustainability Interview Protocol (MSIP) for qualitative inquiry. A total of 120 students and 20 lecturers from diverse Indonesian universities participated as respondents. Quantitative data were analyzed using descriptive statistics and independent samples t-tests, while qualitative data were examined through thematic analysis. Findings reveal that both students and lecturers highly value the flexibility and accessibility of MOOCs, especially in overcoming geographic and temporal barriers. However, concerns remain about the lack of direct interaction and the limited provision of personalized feedback, which hinders the pedagogical depth of these platforms. This study recommends the development of blended learning models and improvements in digital infrastructure, especially in underdeveloped regions, as strategic efforts to enhance MOOC integration in higher education. Future research should adopt longitudinal approaches to assess the long-term effects of MOOCs on learning outcomes, skill development, and learner autonomy.
Co-Authors Muali, Chusnul