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Problems in the Implementation of Authentic Assessment in Akidah Akhlak Learning at MI Ar-Rahman Triandiny, Tamara; Edis Aidilia; Alfina Ayu Rahmadianti; Abdurrahmansyah
The Future of Education Journal Vol 4 No 8 (2025): #2
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1167

Akidah Akhlak learning is a crucial foundation in Islamic religious education at the madrasah ibtidaiyah level, aimed at shaping Islamic character from an early age. This study aims to identify the problems, expectations, and student responses regarding the implementation of authentic assessment in Akidah Akhlak learning at MI Ar-Rahman. The research employs a qualitative approach using a case study method. The population consists of all teachers and fourth- to sixth-grade students at MI Ar-Rahman, with a purposive sample involving teachers, the principal, and students. Data collection instruments include observation, semi-structured interviews, and documentation, analyzed using the Miles & Huberman model with triangulation techniques. The findings reveal that the main challenges relate to student characteristics, limited facilities, and teachers’ difficulties in designing assessment tools. However, teacher strategies such as material repetition, contextual approaches, and repeated evaluations were effective in enhancing student understanding. The study concludes the need to improve teacher competence and supporting facilities, as well as to strengthen collaboration between schools, parents, and the community to ensure the sustainable implementation of authentic assessment.

Strategies for Developing an Adaptive Curriculum to Address Social and Technological Challenges for Improving Education Quality Cahyani, Indah Dwi; Hafizo; M. Mawardi; Riyanti; Abdurrahmansyah
The Future of Education Journal Vol 4 No 8 (2025): #2
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1186

This study examines strategies for developing an adaptive curriculum that responds to social and technological challenges in Indonesia. This qualitative research employed a systematic literature review method by analyzing scientific articles and educational policy documents. The population consisted of relevant articles and policies selected through strict criteria, with a sample of 20 journals. The analysis technique used thematic content analysis. The findings reveal several key strategies: participatory and flexible curriculum management, the development of inclusive curricula for special needs and cultural diversity, and the integration of AI-based adaptive learning technologies. The challenges include limited infrastructure, low digital literacy among teachers, resistance to change, and issues related to data ethics. The conclusion emphasizes that effective collaboration among schools, the government, and industry is essential for bridging educational gaps and aligning the curriculum with the needs of the modern workforce. Future research is recommended to include empirical validation and practical applications.

Dampak Kurikulum Merdeka Terhadap Karakteristik Peserta Didik Sekolah Dasar Aulia, Serly; Sharyna; Mauli Daini, Ulfa; Virany, Tima; Luis Carlo Fatana, M. Aurel; Abdurrahmansyah
Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar Vol 8 No 2 (2025): November
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dikdas.v8i2.45412

This study aims to provide a deep understanding of the impact of the Independent Curriculum on the characteristics of elementary school students using a qualitative approach. The background of the study began with concerns that the characteristics of elementary school children who still require intensive guidance do not fully align with the demands of the Independent Curriculum, which encourages independent learning and group discussions. The research method used a qualitative approach through observation and interviews with teachers and students in several elementary schools. The research stages included data collection, analysis of students' abilities in discussions, problem-solving, and presentations, and evaluation of the teacher's role in learning. The results showed that although the Independent Curriculum provides space for the development of independent skills, the characteristics of elementary school children who still require full guidance cause difficulties in its implementation, especially for passive or slow students. The discussion highlights the need to adjust learning methods and media that are more appropriate to the developmental stage of elementary school students so that the objectives of the Independent Curriculum can be optimally achieved.

Model Evaluasi Kurikulum Pendidikan: Definisi, Fungsi, Manfaat, dan Penerapan CIPP (Context, Input, Process, Product) Ade Firdaus; Abdurrahmansyah
Taqrib : Journal of Islamic Studies and Education Vol. 3 No. 2 (2025): Taqrib : Journal of Islamic Studies and Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/taqrib.v3i2.1298

This study aims to discuss curriculum evaluation, including the definition of curriculum evaluation, the benefits of conducting it, the function of curriculum evaluation, and curriculum evaluation models. The discussion in this article is largely influenced by experts in the field of curriculum evaluation, so the opinions and thoughts of these experts serve as important references in reviewing the discussion.In the conclusion of this discussion, the author found that curriculum evaluation is a systematic effort carried out to improve the curriculum that is still in the development stage or the curriculum that has been implemented so that it is better prepared in the future, curriculum evaluation is beneficial for all parties including teachers, educational stakeholders, parents and the community, curriculum evaluation has formative and summative functions which ultimately have an impact on educational, instructional, diagnostic, and administrative activities., Curriculum evaluation models, including the CIPP Model (Context, Input, Process and Product).

Desain Kurikulum yang Inovatif Meningkatkan Kemampuan Siswa di Era Digital : Penelitian Nurhalizah; Rifa Zairah; Helsi Perlindia; Fadillah Azahra; Abdurrahmansyah
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3649

The rapid digital transformation in education demands innovative curriculum design that aligns with 21st-century competencies. A digital innovative curriculum serves as a key strategy to enhance students’ critical thinking, creativity, collaboration, and communication skills in facing digital-era challenges. This study aims to analyze the role and effectiveness of an innovative digital curriculum in improving students’ abilities in the digital era. The method used is a literature review by examining recent studies on technology-based curriculum models and competency-based learning. The findings indicate that implementing an innovative digital curriculum that integrates information technology, project-based learning, and authentic assessment can improve students’ digital literacy, learning autonomy, and creativity. Therefore, an innovative digital curriculum plays an essential role in shaping adaptive, productive, and competent learners ready to face global technological developments.

Pendidikan Etika dalam Pandangan Hamka: Relevansinya dalam Membentuk Akhlak Gen Z di Era Digital Nurwahida; Fitry Anggraini; Abdurrahmansyah; Muhammad fauzi
Tarbiyah bil Qalam : Jurnal Pendidikan Agama dan Sains Vol. 9 No. 2 (2025): Vol IX Edisi II 2025
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Bukhary Labuhanbatu

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The rapid development of information and communication technology presents complex moral challenges for Generation Z, such as value disorientation, weak role models, and negative social media influence. This study aims to examine Hamka’s concept of ethical education and its relevance for shaping Generation Z’s character in the digital era. Using a qualitative approach through library research, this study analyzes primary texts by Hamka, including Tasawuf Modern, Falsafah Hidup, and Lembaga Budi, supported by recent academic literature. The population includes Hamka’s main works and contemporary studies on ethics and digital generation challenges. Sampling follows purposive criteria based on thematic relevance. Data were analyzed using content analysis to interpret ethical values in Hamka’s writings within today’s character education context. The results indicate that core values such as honesty, responsibility, simplicity, sincerity, and self-control remain highly significant in addressing Generation Z’s moral issues. These values integrate well with Indonesia’s Merdeka Curriculum and the Pancasila Student Profile, providing practical guidance for educators and families. The study concludes that Hamka’s ethical philosophy offers a robust framework to foster noble character amid digital challenges. Future research should incorporate empirical data to evaluate the practical implementation of these values in educational settings.

Pendidikan Etika Dalam Pandangan Hamka: Relevansinya Dalam Membentuk Akhlak Gen Z Di Era Digital Nurwahida; Fitrianggraini; Abdurrahmansyah; Muhammad Fauzi
FIKRAH Vol 9 No 2 (2025): DESEMBER
Publisher : Ibn Khaldun University, Bogor

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Artikel ini bertujuan untuk mengkaji konsep pendidikan etika menurut Hamka dan relevansinya dalam membentuk akhlak Generasi Z di era digital. Generasi Z sebagai generasi digital native menghadapi berbagai tantangan moral, seperti disorientasi nilai, lemahnya keteladanan, serta pengaruh negatif media sosial. Penelitian ini menggunakan pendekatan kualitatif melalui studi pustaka terhadap karya-karya utama Hamka seperti Tasawuf Modern, Falsafah Hidup, dan Lembaga Budi. Hasil kajian menunjukkan bahwa nilai-nilai inti seperti kejujuran, tanggung jawab, kesederhanaan, keikhlasan, dan pengendalian diri yang dikembangkan Hamka masih sangat relevan dengan konteks pendidikan karakter saat ini. Nilai-nilai tersebut sejalan dengan profil Pelajar Pancasila dalam Kurikulum Merdeka dan dapat diintegrasikan dalam pembelajaran di sekolah serta pembinaan di keluarga dan masyarakat. Dengan demikian, pemikiran etika Hamka dapat menjadi landasan kuat dalam menghadapi krisis moral dan membentuk pribadi Gen Z yang berakhlak mulia. Kata Kunci: Pendidikan Etika; Hamka; Generasi Z; Akhlak

Pendidikan Etika Dalam Pandangan Hamka: Relevansinya Dalam Membentuk Akhlak Gen Z Di Era Digital Nurwahida; Fitrianggraini; Abdurrahmansyah; Muhammad Fauzi
FIKRAH Vol 9 No 2 (2025): DESEMBER
Publisher : Ibn Khaldun University, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar

Artikel ini bertujuan untuk mengkaji konsep pendidikan etika menurut Hamka dan relevansinya dalam membentuk akhlak Generasi Z di era digital. Generasi Z sebagai generasi digital native menghadapi berbagai tantangan moral, seperti disorientasi nilai, lemahnya keteladanan, serta pengaruh negatif media sosial. Penelitian ini menggunakan pendekatan kualitatif melalui studi pustaka terhadap karya-karya utama Hamka seperti Tasawuf Modern, Falsafah Hidup, dan Lembaga Budi. Hasil kajian menunjukkan bahwa nilai-nilai inti seperti kejujuran, tanggung jawab, kesederhanaan, keikhlasan, dan pengendalian diri yang dikembangkan Hamka masih sangat relevan dengan konteks pendidikan karakter saat ini. Nilai-nilai tersebut sejalan dengan profil Pelajar Pancasila dalam Kurikulum Merdeka dan dapat diintegrasikan dalam pembelajaran di sekolah serta pembinaan di keluarga dan masyarakat. Dengan demikian, pemikiran etika Hamka dapat menjadi landasan kuat dalam menghadapi krisis moral dan membentuk pribadi Gen Z yang berakhlak mulia. Kata Kunci: Pendidikan Etika; Hamka; Generasi Z; Akhlak

Integration of Philosophical and Theoretical Paradigms in Developing an Adaptive Islamic Education Curriculum for the Modern Era Ibrahim; Abdurrahmansyah; Sirozi, M.; Yasmin Mitu, Afroza
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

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This study aims to analyze issues related to the integration of philosophical and theoretical paradigms in the development of an adaptive Islamic Religious Education (PAI) curriculum in the modern era. It employs a library research approach by collecting, analyzing, and synthesizing data from relevant literature, including books, journals, and policy documents. The analysis is conducted descriptively-analytically through content analysis to examine themes, concepts, and patterns concerning the integration of philosophy and theory in PAI curriculum development. The findings and discussion affirm that the integration of Islamic philosophical paradigms and modern educational theories in the development of the Islamic Religious Education curriculum constitutes a strategic foundation for curriculum renewal that is responsive to contemporary demands. The novelty of this study lies in the formulation of an integrative conceptual framework that positions Islamic philosophy grounded in the Qur’an and Hadith as the normative foundation for the formation of insan kamil, while synthesizing essentialism, progressivism, constructivism, and humanism as operational pedagogical approaches. Theoretically, this study advances PAI curriculum theory by shifting its orientation from a normative–ritualistic focus toward an adaptive, holistic, contextual, and transformative curriculum that emphasizes the strengthening of spiritual, moral, and social values, as well as 21st-century skills (4C). The main conceptual outcome of this research is an integrative–adaptive PAI curriculum model that requires alignment of institutional vision, reflective teacher competence, sustainable policy support, and the implementation of innovative, meaningful, and effective learning strategies for learners.

H HUBUNGAN FILSAFAT DENGAN ILMU PENDIDIKAN: AKAR FILOSOFIS DALAM PRAKTIK PENDIDIKAN AGAMA ISLAM MATERI QURAN HADITS Mutia Dewi; M Sirozi; Abdurrahmansyah; Sri Safrina
Irfani Vol. 21 No. 3 (2025): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v21i3.7082

This study aims to examine the relationship between philosophy and educational science as the philosophical roots of Islamic religious education practices, particularly in the context of the Quran and Hadith. This study highlights the importance of understanding philosophical values in improving the quality of learning and instilling profound spiritual and ethical meaning in students. The methods used were literature study and conceptual analysis to explore the philosophical foundations relevant to the practice of Islamic religious education. The results of the study indicate that the integration of philosophical principles into educational science can enrich teaching methods, so that learning the Quran and Hadith is not merely rote, but also fosters authentic character and understanding, as well as moral responsibility

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