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All Journal JURNAL TARBIYAH SYAIKHONA: Jurnal Magister Pendidikan Agama Islam
Ahmad Asron Mundofi
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Religion Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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PRAGMATICS TEST ASSESSMENT INNOVATION BASED HOTS IN ARABIC TEXTBOOKS CLASS XII Khoirul Mubin; R. Umi Baroroh; Ahmad Suhendra Hasibuan; Ahmad Asron Mundofi; Mohammad Fadhlil Wafi
JURNAL TARBIYAH Vol 32, No 1 (2025)
Publisher : UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/tar.v31i1.4361

Abstract

The Arabic textbook test for class XII published by the Ministry of Religious Affairs uses a pragmatic approach, but there are still questions that are at the MOTS level and less diverse in the variety of assessment forms, so it is not optimal in developing students' critical thinking skills. This study aims to analyse and develop innovative pragmatic approach tests in class XII Arabic textbooks published by the Ministry of Religious Affairs that are HOTS. This research is a library research. The results of this study show that some pragmatic tests in class XII Arabic textbooks have adopted the HOTS approach, especially in test types such as dictation, writing, storytelling, and interviews. However, it was also found that some tests were still at the MOTS level. This research provides innovations in HOTS-based pragmatics test instruments that are more varied, including dictation, translation, paraphrasing, cloze, and question and answer tests with detailed explanations of their cognitive implementation to improve Arabic language assessment.
DECONSTRUCTING ISLAMIC RELIGIOUS EDUCATION CURRICULUM: A PHILOSOPHY OF SCIENCE ANALYSIS OF SPIRITUAL VALUE REDUCTION Ahmad Asron Mundofi
SYAIKHONA: Jurnal Magister Pendidikan Agama Islam Vol 4 No 2 (2026): October 2026
Publisher : Prodi Magister Pendidikan Agama Islam (MPAI) - STAI Nida El-Adabi Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59166/syaikhona.v4i2.461

Abstract

This study examines the reduction of spiritual values in Islamic Religious Education (IRE) curriculum within contemporary Islamic educational practice through a philosophy of science perspective. It aims to deconstruct the epistemological, ontological, and axiological foundations that shape the current curriculum and contribute to the marginalization of spiritual dimensions. Employing a qualitative philosophical inquiry with a critical-reflective paradigm, this study utilizes a deconstructive approach inspired by Jacques Derrida and is based on document and textual analysis of curriculum materials and relevant scholarly works. The findings reveal that the IRE curriculum is dominated by cognitive and positivistic orientations, resulting in a shift from transformative to merely informative learning. This condition leads to the formalization of religious knowledge, where spiritual internalization is weakened and reduced to normative understanding. Epistemologically, the curriculum reflects a dichotomy between religious and general knowledge, while axiologically it fails to cultivate holistic character formation. The study implies the need for a philosophical reconstruction of the IRE curriculum by integrating cognitive, affective, and spiritual dimensions to restore its role as a transformative educational process grounded in Islamic values.
Co-Authors Ahmad Suhendra Hasibuan Khoirul Mubin Mohammad Fadhlil Wafi R. Umi Baroroh