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All Journal Journal of Contemporary Islamic Education Journal of Nonformal Education
Shahid Rasool
Florida Gulf Coast University, United States
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implementation of Project Based Learning Based Local Wisdom to Enhance Students’ Critical Thinking in Higher Education Herlini Puspika Sari; Aldeva Ilhami; Shahid Rasool
Journal of Contemporary Islamic Education Vol. 5 No. 1 (2025): 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.v5i1.5157

Abstract

Islamic Religious Education (IRE) contributes to the realization of quality education in line with the Sustainable Development Goals. Optimizing the learning of prospective IRE teachers is crucial in producing superior human resources to create inclusive characters in the 21st century. This study aims to analyze the implementation of Project-Based Learning (PjBL) based on local wisdom on the critical thinking abilities of prospective IRE teachers. A triangulation mixed-method research design was used with the integration of quantitative and qualitative data to obtain comprehensive research results. The research subjects were students of the IRE study program at UIN Sultan Syarif Kasim Riau. Data collection was carried out through critical thinking ability tests and interviews of students' learning experiences. Data analysis techniques used descriptive and inferential statistical methods with the help of SPSS software to analyze quantitative data. Qualitative data analysis used the interactive model of Miles and Huberman, consisting of data collection, data reduction, data presentation, and conclusion drawing. The results showed a significant difference in the average critical thinking abilities of students between the experimental and control classes (p<0.00). The application of PjBL-based local wisdom in Islamic religious learning can improve students' critical thinking abilities. The integration of Riau Malay local culture in learning shows a positive response and becomes a learning innovation for prospective IRE teachers.
An In-Depth Analysis of the Students' Perceptions of How the Final Exam Administered in Package C Program Evy Ratna Kartika Waty; Yanti Karmila Nengsih; Ciptro Handrianto; Shahid Rasool
Journal of Nonformal Education Vol. 10 No. 2 (2024): Equivalency education and community education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v10i2.9960

Abstract

Assessments are essential in influencing students' academic results, but there are still worries about the equity and thoroughness of tests created by tutors for different subjects. This research examines how students view these assessments in Citizenship Education, Islamic Religious Education, and History Education. The main goal is to investigate how Package C Program students view the distribution and quality of final exam questions and evaluate their preparedness and performance. This qualitative study used thematic analysis on interviews with 20 randomly chosen Package C Program students in Palembang. The information was examined to find common themes on how feel about their readiness and the tutors' involvement in creating exams. The results suggest that students believe the exam questions do not accurately represent their understanding or what they have learned. Numerous individuals are unhappy with mistakes in the test questions, which hinder their success. The study also identifies differences between students' anticipations and the real exam material. Prejudiced evaluation methods and varying test creation by educators can greatly harm student learning and the development of future educational policies. Improvements are necessary in exam design to guarantee fairness and accuracy. This research offers fresh perspectives on how the quality of exams affects student performance and highlights the necessity of inclusive test development with input from various parties to prevent biases.
Co-Authors Aldeva Ilhami Ciptro Handrianto Evy Ratna Kartika Waty Herlini Puspika Sari Yanti Karmila Nengsih