Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal JOP Al Ilmu Journal of Pedagogi
Khoiri Khoiri
University Of Muhammadiyah Pare Pare
Chemistry Education Languange, Linguistic, Communication & Media Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Construction of Theory and Concept of Digital-Based PAI Learning Assessment Abdul Muqtadir S; Asmiatin Asmiatin; Khoiri Khoiri; M. Fattahuddin; Abdul Halik
Journal of Pedagogi Vol. 2 No. 2 (2025): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/aqcdmh98

Abstract

The development of information and communication technology (ICT) has brought significant changes to various aspects of life, including the field of education. One area that is directly affected is the learning assessment system, particularly in the subject of Islamic Religious Education (PAI). Digital-based PAI assessment has emerged as an innovative solution to address the demands of the times, which require efficiency, transparency, and accountability in evaluating learning outcomes. This article examines the theoretical and conceptual construction of digital-based PAI assessment, including its definition, implementation examples, and the challenges encountered. This study employs a qualitative approach through a literature review, with data collected from the latest relevant scientific literature, both national and international. The findings indicate that digitalization in PAI assessment can enhance the effectiveness of learning data collection, provide real-time feedback to students, and support a more adaptive and personalized learning approach. Commonly used platforms include Google Forms, Quizizz, Moodle, and other Learning Management Systems (LMS). Although it offers many advantages, several obstacles remain, such as limited technological infrastructure, low digital literacy among teachers and students, and resistance to shifting from traditional evaluation methods. Therefore, educational policy support is needed to ensure continuous teacher training, adequate technological facilities, and a curriculum that adapts to technological developments.
Analysis of the Basics and Foundations of Islamic Religious Education Curriculum Development Interdisciplinary, Multidisciplinary and Transdisciplinary Approaches Asmiatin Asmiatin; M. Fattahuddin; Khoiri Khoiri; Darmawati Darmawati; Munawir S; Andi Fitriani Djollong
Al-Ilmu Vol. 2 No. 1 (2025): Al-ilmu - May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/v9s66y04

Abstract

This article aims to analyze the basics and foundations of the development of the Islamic Religious Education (PAI) curriculum with an interdisciplinary, multidisciplinary, and transdisciplinary approach in response to the complexity of 21st century educational challenges. The PAI curriculum is required not only to teach religious aspects normatively, but also to equip students with the ability to think critically, reflectively, and contextually in dealing with social realities. A multidisciplinary approach plays a role in enriching teaching materials through the contribution of various sciences without removing interdisciplinary boundaries. Meanwhile, an interdisciplinary approach allows collaboration between fields of science to produce a more in-depth scientific synthesis. The transdisciplinary approach actually breaks through disciplinary boundaries by focusing on solving real problems through an integrative and holistic perspective. This research uses a qualitative method with a library research approach. Data sources were obtained from scientific journals, books, and education policy documents published in the last five years. Data analysis was carried out in a descriptive analytical manner to identify the basic principles and theoretical foundations that are the basis in the development of the PAI curriculum with the three approaches. The results of the study show that the development of the PAI curriculum based on an inter-, multi-, and transdisciplinary approach contributes significantly to the creation of a learning system that is adaptive, contextual, and relevant to the needs of the times and supports the formation of religious and humanist character.
Construction of Theory and Concept of Digital-Based PAI Learning Assessment Abdul Muqtadir S; Asmiatin Asmiatin; Khoiri Khoiri; M. Fattahuddin; Abdul Halik
Journal of Pedagogi Vol. 2 No. 2 (2025): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/aqcdmh98

Abstract

The development of information and communication technology (ICT) has brought significant changes to various aspects of life, including the field of education. One area that is directly affected is the learning assessment system, particularly in the subject of Islamic Religious Education (PAI). Digital-based PAI assessment has emerged as an innovative solution to address the demands of the times, which require efficiency, transparency, and accountability in evaluating learning outcomes. This article examines the theoretical and conceptual construction of digital-based PAI assessment, including its definition, implementation examples, and the challenges encountered. This study employs a qualitative approach through a literature review, with data collected from the latest relevant scientific literature, both national and international. The findings indicate that digitalization in PAI assessment can enhance the effectiveness of learning data collection, provide real-time feedback to students, and support a more adaptive and personalized learning approach. Commonly used platforms include Google Forms, Quizizz, Moodle, and other Learning Management Systems (LMS). Although it offers many advantages, several obstacles remain, such as limited technological infrastructure, low digital literacy among teachers and students, and resistance to shifting from traditional evaluation methods. Therefore, educational policy support is needed to ensure continuous teacher training, adequate technological facilities, and a curriculum that adapts to technological developments.
Co-Authors Abdul Halik Abdul Muqtadir S Andi Fitriani Djollong Asmiatin Asmiatin Darmawati Darmawati M. Fattahuddin Munawir S