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All Journal Journal of Advanced Research in Social Sciences and Humanities
Falaqi Muhamad Rizal
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Humanities Education Languange, Linguistic, Communication & Media Physics Social Sciences

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Learning Evaluation: Characteristics of Excellent Assessment Falaqi Muhamad Rizal; Munandar Khalilul Fathir; Husein, Muhammad Ghafiqi; Ramadhan, Muhamad Said; Zafarani, Reihan Arvie; Aminoor, Afgatan Syadan; Amrullah, Muhammad Luthf
Journal of Advanced Research in Social Sciences and Humanities Vol. 9 No. 3 (2024): JARSSH
Publisher : Journal of Advanced Research in Social Sciences and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26500/JARSSH-09-2024-0301

Abstract

Aim: The aim of this research is to explain the learning evaluation process which focuses on the characteristics of excellent assessment. Evaluation has an important role in learning outcomes and one way to obtain excellent test items is to test the validity of the test items. One way to find out student learning outcomes is to carry out learning evaluations. In learning evaluation there is an assessment process which has an important role in measuring student abilities. So it is important for a teacher to know the characteristics of excellent assessment. If the learning evaluation is carried out well, the results of the evaluation are used to improve the learning curriculum used.Methodology: Qualitative research methods and library research types of research are used to determine the characteristics of excellent assessment. The collected data is then analyzed using several stages of data analysis, and then data validity is carried out to determine the validity of the data.Findings: This research shows that the characteristics of an excellent assessment are: 1) Validity, the tools used in the assessment process are valid. 2) Consistency, when the assessment is carried out with various assessment objects, the assessment results do not differ too much and are stable. 3) Objectivity, meaning there is no subjectivity factor in carrying out the assessment. 4) Ease of Application, both ease of implementation and ease of inspection. 5) Economical, doesn’t cost a lot of money, energy or time.Implications/Novel Contribution: The seriousness of educators in carrying out the assessment process must be considered so that the objectives of learning evaluation are achieved. So, with the successful implementation of the assessment, student learning goals can be achieved.
Integrated Curriculum: Optimizing the Multiple Intelligences of Senior High School Students in Indonesia Falaqi Muhamad Rizal; Yusuf Athayya Einosar; Husein, Muhammad Ghafiq; Susanto, Nabil Huga Arundaya; Nugroho, Arsya Sakha; Firdausy, Alif, Dzulfiqar Achmad; Abdurrahim, Istna Hasan
Journal of Advanced Research in Social Sciences and Humanities Vol. 9 No. 4 (2024): JARSSH
Publisher : Journal of Advanced Research in Social Sciences and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26500/JARSSH-09-2024-0401

Abstract

Aim: With the goal of maximizing students’ Multiple Intelligences (MI), this study describes curricular integration in the senior high school context and explores how it is applied as the main curriculum strategy in senior high schools.Methodology: An international boarding school is the site of the study’s case study methodology. Direct observation, interviews, and documentation are all part of the data collection process. Reducing, organizing, and extrapolating conclusions from data is the process of data analysis.Findings: According to the research findings, the "Holistic and Balanced Education" curriculum is made up of four condensed components that are used to carry out curriculum integration. In order to improve students’ learning competencies, an interdisciplinary curriculum and the Contextual Teaching and Learning (CTL) methodology are used in every learning activity. Character development entails establishing the key qualities of RECODING (Religious, Caring, Open-minded, Inspiring). Class programs that focus on specialization help students develop their skills. An assessment is then carried out for every curricular element that has been put into practice.Implications/Novel Contribution: All of these elements are intended to optimize students’ MI and fulfill the curriculum’s objective of generating graduates who are ethically superior, motivating leaders, and internationally minded, which makes this subject intriguing. To improve the curriculum and provide evaluative metrics targeted at attaining interdisciplinary insights, we advise teachers to receive further training and direction.
The Impact of Educational Philosophy on The Development of Islamic Education Curriculum Falaqi Muhamad Rizal; Nurkholisoh, Siti; Ansharah, Indana Ilma; Alfiyah, Nur; Tricahyo, Agus; Bahruddin, Uril
Journal of Advanced Research in Social Sciences and Humanities Vol. 10 No. 1 (2025): JARSSH
Publisher : Journal of Advanced Research in Social Sciences and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26500/JARSSH-10-2025-0101

Abstract

Aim: This research aims to rectify perspectives that overlook the significant contributions made by three important figures in educational philosophy to the advancement of the Islamic education curriculum. The objective of this research is to explain the implications of the ideas put out by three educational philosophy figures, namely John Locke, Henry Giroux, and John Dewey, in the development of the Islamic education curriculum. Each paradigm represents a distinct philosophical viewpoint: Humanism, Reconstructionism, and Progressivism.Methodology: The research methodology employed is qualitative, specifically based on a literature review. The research model is to explain the perspectives of three major thinkers.Findings: The findings of this study indicate that the three educational philosophy figures play distinct roles in the development of the Islamic education curriculum. John Locke advocated for the promotion of reason and ethical principles in the context of Islamic education. Henry Giroux enhances students’ capacity to critically examine material, comprehend social reality through an Islamic lens, and actively participate in meaningful discussions on significant matters. John Dewey enhanced the curriculum by prioritizing the cultivation of moral qualities andthe practical utilization of knowledge in real-life situations. This philosopher introduced educational principles that became influential in the advancement of Islamic education, namely focusing on fostering reasoning and moral development, promoting critical thinking, and advocating for participatory learning.Implications/Novel Contribution: The implications of this study highlight the need for an Islamic education curriculum that integrates reasoning and ethical reflection, as advocated by John Locke. Henry Giroux’s ideas emphasize the importance of critical thinking and social awareness through an Islamic lens. John Dewey’s philosophy supports participatory and experiential learning to apply knowledge in real-life contexts. Together, these perspectives encourage a holistic, dynamic, and socially responsive Islamic education.
The Effect of Using the Drill Method in Learning Arabic Calligraphy to Improve the Writing Skills of Students in Indonesia Falaqi Muhamad Rizal; Syuhadak; M. Abdul Hamid; Mohammad Samsul Ulum; Mamluatul Hasanah; R. Taufiqurrochman
Journal of Advanced Research in Social Sciences and Humanities Vol. 8 No. 4 (2023): JARSSH
Publisher : Journal of Advanced Research in Social Sciences and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26500/JARSSH-08-2023-0401

Abstract

Aim: This study examines the effect of using the drill method and the differences in learning outcomes of elementary school students in learning Arabic calligraphy.Methodology: The quasi-experimental design was used to determine the impact of the drill method on student learning. Then, the t-test was used to look for differences in students’ learning outcomes. A questionnaire was used to determine students’ interest in Arabic calligraphy.Findings: Based on the findings, the drill method in learning Arabic calligraphy creates a competitive atmosphere for elementary school students and positively affects students’ calligraphy writing skills. So, this research helps increase student achievement and enthusiasm for learning by applying the drill method in learning Arabic calligraphy.Implications/Novel Contribution: The novelty in this study is that this research becomes a basis and prototype for actualizing Arabic calligraphy learning. This research is the basis for developing every learning method in Arabic calligraphy, especially in Indonesia. Good Arabic calligraphy writing skills can become more creative and innovative so that it can provide students with skills for the future.
Co-Authors Abdurrahim, Istna Hasan Agus Tricahyo, Agus Alfiyah, Nur Aminoor, Afgatan Syadan Amrullah, Muhammad Luthf Ansharah, Indana Ilma Firdausy, Alif, Dzulfiqar Achmad Husein, Muhammad Ghafiq Husein, Muhammad Ghafiqi M. Abdul Hamid Mamluatul Hasanah Mohammad Samsul Ulum Munandar Khalilul Fathir Nugroho, Arsya Sakha NURKHOLISOH, SITI R. Taufiqurrochman Ramadhan, Muhamad Said Susanto, Nabil Huga Arundaya Syuhadak Uril Bahruddin, Uril Yusuf Athayya Einosar Zafarani, Reihan Arvie