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All Journal Pelita: Jurnal Studi Islam Mahasiswa UII Dalwa
Azizah, Kamilatin
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Religion Humanities Education Social Sciences Other

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Journal : Pelita: Jurnal Studi Islam Mahasiswa UII Dalwa

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Teori Taxonomi Bloom Dan Implementasinya Dalam Pembelajaran Pendidikan Agama Islam Azizah, Kamilatin
Pelita: Jurnal Studi Islam Mahasiswa UII Dalwa Vol. 2 No. 2 (2025): May
Publisher : Lembaga Peneltian Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/pelita.v2i2.2531

Abstract

Islamic education is a means of making humans fit to live in the world, able to act according to religious norms, behave in a noble manner, and always be devoted to Allah SWT. To achieve the goals of Islamic education, improvements are needed in the educational process, including techniques, materials, strategies and evaluation in learning. With regard to learning evaluation, there are three domains that are measured in student assessment, namely cognitive, affective and psychomotor, known as Bloom's Taxonomy theory. This article discusses the old version of Bloom's taxonomy theory and the results of its revision and implementation in Islamic religious education learning. This research uses a qualitative method, a type of literature study. The data collection method uses documentation from relevant books and journals. The aim of this research is to describe Bloom's taxonomy theory and its implementation in Islamic religious education (PAI). The research results in this article describe the history of the development of Bloom's taxonomy theory, outline Bloom's taxonomy and Bloom's revised taxonomy theory. Next, it describes the implementation of Bloom's taxonomy theory in PAI learning, where the emphasis is placed on evaluating and assessing learning. Apart from being a means of expanding scientific disciplinary literature, the research results are intended for educators, especially PAI educators, to evaluate student learning achievements in accordance with correct developmental theory so that assessments become more valid and focused.
P Penggunaan Media Ajar Digital Berbasis Deep Learning dalam Evaluasi Pembelajaran PAI di Sekolah Dasar Azizah, Kamilatin; Qomariyah, Nurul; Listiana, Heni
Pelita: Jurnal Studi Islam Mahasiswa UII Dalwa Vol. 3 No. 1 (2025): November
Publisher : Lembaga Peneltian Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/pelita.v3i1.2807

Abstract

The advancement of technology and the implementation of the Merdeka Curriculum necessitate innovation in the learning process, particularly in Islamic Religious Education (PAI) at the elementary school level. The deep learning approach, which emphasizes deep understanding, critical thinking, and practical application, aligns well with the characteristics of the Merdeka Curriculum. This study aims to develop digital learning media based on deep learning and examine its effectiveness in evaluating PAI learning. The research method used is Research and Development (R&D) with the ADDIE development model (Analyze, Design, Develop, Implement, Evaluate). The research subjects were fifth-grade students at SDN Larangan Tokol 4. The developed products include an interactive e-book featuring stories of the Prophet's companions and a digital crossword puzzle (e-puzzle), designed according to the deep learning principles of mindful, meaningful, and joyful. The results show that the digital media successfully increased student engagement, improved learning outcomes, and facilitated a more effective and enjoyable evaluation process. The implementation also promoted cognitive development from the application level (C3) to the analysis level (C4). Despite technical limitations in digital evaluation, the results indicate a significant improvement in students' comprehension. This study is important as it demonstrates that integrating digital learning media based on deep learning can support more contextual, interactive, and meaningful PAI learning. These findings provide a foundation for developing similar
Co-Authors Heni Listiana Nurul Qomariyah