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Emilia Fitri
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Religion Humanities Education Social Sciences

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Implementasi Asesmen Diagnostik Non Kognitif Pada Mata Pelajaran Pendidikan Agama Islam Kelas IV di SD Negeri Yelna Septiana; Muhamad Fauzi; Emilia Fitri; Eva Nuryanti
PAI RAFAH Vol 7 No 1 (2025): Jurnal PAI Raden Fatah
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/pairf.v7i1.27063

Abstract

Learning and assessment are two elements that complement each other and cannot be separated. Assessment is an important part of learning to ensure the achievement of the expected educational goals. To realize effective learning and assessment, a knowledge transfer process that is able to achieve student learning goals is needed, as well as an evaluation process to find out the extent to which students have understood the material being taught. In the Independent Curriculum, non-cognitive diagnostic assessment is one of the important aspects, especially in Islamic Religious Education (PAI) subjects in elementary schools. Religious education plays a role in shaping personality and has a positive impact on the life of the nation, because its values are able to permeate various aspects of individual life. This study uses a qualitative approach with a phenomenological method that focuses on human experience. The data used consisted of primary and secondary data, with research subjects of grade IV students and PAI teachers at SD Negeri 158 Palembang. Data collection techniques include observation, interviews, and documentation, while data analysis includes collecting, reducing, presenting data, and verifying or drawing conclusions. The results of the study show that the implementation of non-cognitive diagnostic assessments in PAI subjects is divided into three stages: (1) Preparation, namely the identification of assessment instruments at the beginning of the semester; (2) Implementation, which is carried out in class at the end of class hours; and (3) Follow-up, in the form of analysis of assessment results by teachers. Supporting factors include teacher understanding, training, infrastructure, and parent involvement. However, the obstacles that arise include a lack of technical understanding, time constraints, and a lack of training and assessment tools.
Implementasi Asesmen Diagnostik Non Kognitif Pada Mata Pelajaran Pendidikan Agama Islam Kelas IV di SD Negeri Yelna Septiana; Muhamad Fauzi; Emilia Fitri; Eva Nuryanti
PAI RAFAH Vol 7 No 1 (2025): Jurnal PAI Raden Fatah
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/pairf.v7i1.27063

Abstract

Learning and assessment are two elements that complement each other and cannot be separated. Assessment is an important part of learning to ensure the achievement of the expected educational goals. To realize effective learning and assessment, a knowledge transfer process that is able to achieve student learning goals is needed, as well as an evaluation process to find out the extent to which students have understood the material being taught. In the Independent Curriculum, non-cognitive diagnostic assessment is one of the important aspects, especially in Islamic Religious Education (PAI) subjects in elementary schools. Religious education plays a role in shaping personality and has a positive impact on the life of the nation, because its values are able to permeate various aspects of individual life. This study uses a qualitative approach with a phenomenological method that focuses on human experience. The data used consisted of primary and secondary data, with research subjects of grade IV students and PAI teachers at SD Negeri 158 Palembang. Data collection techniques include observation, interviews, and documentation, while data analysis includes collecting, reducing, presenting data, and verifying or drawing conclusions. The results of the study show that the implementation of non-cognitive diagnostic assessments in PAI subjects is divided into three stages: (1) Preparation, namely the identification of assessment instruments at the beginning of the semester; (2) Implementation, which is carried out in class at the end of class hours; and (3) Follow-up, in the form of analysis of assessment results by teachers. Supporting factors include teacher understanding, training, infrastructure, and parent involvement. However, the obstacles that arise include a lack of technical understanding, time constraints, and a lack of training and assessment tools.
Pengaruh Penggunaan Pertanyaan Pemantik Terhadap Peningkatan Hasil Belajar Siswa Kelas II Sekolah Dasar Pada Pembelajaran PAI Wanda Juliani Saputri J; Helen Sabera Adib; Emilia Fitri
PAI RAFAH Vol 7 No 3 (2025): Jurnal PAI Raden Fatah
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/pairf.v7i3.29048

Abstract

This study aims to determine the use of lighter questions, how to improve the learning outcomes of grade II students, and the effect of using lighter questions on the learning outcomes of grade II students in learning Islamic Religious Education at SD IBA Palembang. This study used quantitative approach with experimental research method and One Group Pretest-Posttest Design design. The research population was all grade II students as many as 65 students, with the technique of taking saturated samples. The data collection techniques used were observation, tests, and documentation. Data analysis was carried out with descriptive statistics and inferential statistics, using normality tests, and hypothesis tests. The results showed that the use of lighter questions was carried out with the stages of greetings, prayers, and delivery of learning objectives, presentation of three lighter questions in the introduction phase for 15 minutes, drawing conclusions, and prayers. There was an increase in learning outcomes of grade II students by 17% after the application of sparking questions. The analysis shows that there is a significant influence between the use of sparking questions and the learning outcomes of grade II students, seen from the value of r count of 12.098 and r table of 1.998. Therefore the value of r count> r table, so it can be concluded that Ha is accepted and H0 is rejected.
Co-Authors Eva Nuryanti Helen Sabera Adib Muhamad Fauzi Wanda Juliani Saputri J Yelna Septiana