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All Journal Jurnal PAI Raden Fatah Proceeding of Silampari Conference of Life Science and Technolog
Eva Nuryanti
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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.
Systematic Literature Review : Analisis Kemampuan Berfikir Kritis Melalui Problem Based Learning Eva Nuryanti; Dodik Mulyono; Sukasno
Prosiding Silampari Conference of Life Sciences and Techonology (Silamparilist) Vol 1 (2025): Proceeding Silampari Conference of Life Science and Technology
Publisher : Proceeding of Silampari Conference of Life Science and Technology

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

Abstract

Penelitian ini merupakan tinjauan sistematis yang mengeksplorasi efektivitas model Problem-Based Learning (PBL) dalam meningkatkan kemampuan berpikir kritis matematis siswa. Kemampuan berpikir kritis dalam matematika adalah keterampilan krusial di era kontemporer, esensial untuk memahami konsep matematika yang rumit dan vital dalam menyelesaikan persoalan kehidupan sehari-hari.Meskipun berbagai studi menunjukkan hubungan erat antara penguasaan konsep matematika dan kemampuan berpikir kritis, observasi di lapanganmengindikasikan bahwa kemampuan berpikir kritis matematis siswa masih memerlukan peningkatan. Kondisi ini mendorong pendidik untuk mencari model pembelajaran yang efektif, dengan PBL menjadi salah satu pendekatan yang banyak diteliti dan dinilai berpotensi. PBL menjadikan permasalahan dunia nyata sebagai titik awal pembelajaran, mendorong siswa untuk aktif mencari solusi, berkolaborasi, dan mengembangkan pemikiran kritis mereka. Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR) untuk mengidentifikasi, mengevaluasi, dan menginterpretasikan penelitian relevan mengenai penerapan PBL untuk meningkatkan kemampuanberpikir kritis matematika. Hasil analisis menunjukkan bahwa PBL secara konsisten dan signifikan efektif dalam meningkatkan kemampuan berpikir kritis matematis siswa pada berbagai jenjang pendidikan.
Co-Authors Emilia Fitri Muhamad Fauzi Sukasno Sukasno Yelna Septiana