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All Journal Journal of Contemporary Islamic Education
Moch. Zainal Arifin Hasan
Sekolah Tinggi Ilmu Syari'ah Sultan Fatah Lampung, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Higher Order Thinking Skill (HOTS) Students in Indonesia and Saudi Arabia (Comparative Study of Assessment Application in Schools) Ayuningtias Yarun; Moch. Zainal Arifin Hasan; Syahri Syahri; Markus Markus
Journal of Contemporary Islamic Education Vol. 3 No. 2 (2023): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v3i2.3787

Abstract

In fact, the HOTS assessment is intended for students who are capable of higher-order thinking. However, the reality that occurs in Indonesia and Saudi Arabia in international competition, such as the PISA ranking, is still at level 1. This study aims to compare the application of HOTS assessments in schools between Indonesia and Saudi Arabia. This study uses a systematic review through review of students' Higher Order Thinking Skill (HOTS) journals in Indonesia and Saudi Arabia. The study's results found (1) The application of HOTS assessments in Indonesia is more of an assessment in the form of questions and reading literacy activities. Meanwhile, in Saudi Arabia, to improve students' higher-order thinking skills, they must pay more attention to learning approaches and strategies. (2) The type of assessment that exists in Indonesia today is the formative assessment to improve the learning process while summative after the learning process ends. Whereas in Saudi Arabia the assessment is more of an evaluation than a test in the realm of summative, formative and computer-assisted assessment. This research is beneficial for student achievement because there are assessment practices that suit student needs. In addition, this comparison can be a reference for further research to find similarities and differences in understanding the application of the assessment.    
Implikasi Pembelajaran Ahlusunnah Wal Jama’ah Terhadap Penguatan Moderasi Beragama Moch Zainal Arifin Hasan; Muhammad Rizal Ansori
Journal of Contemporary Islamic Education Vol. 4 No. 1 (2024): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v4i1.4363

Abstract

The research aims to understand the alignment and the impact resulting from the study and deepening of Aswaja on the development of religious moderation. The method used is qualitative with a qualitative descriptive approach. The research findings reveal that Aswaja has four principles to adhere to: tawasuth, tawazun, tasamuh, and tawazun. Meanwhile, religious moderation encompasses nine principles: humanity, public welfare, justice, balance, constitutional compliance, national commitment, tolerance, anti-violence, and respect for traditions. The implications of studying Aswaja for religious moderation are significant. Tawasuth fosters inclusivity, dialogue, and a deep understanding of religion. Tawazun emphasizes balance, prevents extremism, and promotes tolerance. Tasamuh supports the acceptance of differences, rejects radicalism, and creates harmony. I'tidal enables a profound understanding of religion and the preservation of justice. Aswaja education prioritizes attitudes that empower individuals to actively contribute to building an inclusive, tolerant, and just society, in line with moderate religious principles. As a result, these attitudes have a significant positive impact on the development of religious moderation.
Co-Authors Ayuningtias Yarun Markus Markus Muhammad Rizal Ansori Syahri Syahri