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All Journal Irfani Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Ihtirafiah Tadrusuun: Jurnal Pendidikan Dasar MUTAADDIB: Islamic Education Journal
Andryadi
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Religion Education Environmental Science Mathematics Social Sciences Other

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PERSEPSI DAN KESIAPAN GURU PAI TERHADAP ASESMEN AUTENTIK BERBASIS PROYEK PADA KURIKULUM MERDEKA: ANALISIS DESKRIPTIF DI SMA NEGERI 2 KABUPATEN BUNGO Pahmi Idris; Andryadi; Yulia Friska, Sonia; Baili; sabli, Muhammad; kurniawan, sugeng
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 8 No. 03 (2023): Volume 08 No. 3 Desember 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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Abstract

The Merdeka Curriculum shifts the assessment paradigm from conventional summative tests to project-based authentic assessment oriented toward developing the Pancasila Student Profile. Islamic Religious Education (PAI) teachers play a crucial role in operationalizing this shift, yet the gap between policy and classroom practice indicates barriers in understanding, designing, and implementing authentic assessment. This study aims to map PAI teachers' perceptions and readiness regarding project-based authentic assessment under the Merdeka Curriculum. The research employed a descriptive quantitative design with qualitative triangulation. Subjects included all PAI teachers at SMA Negeri 2 Regency Y (N=12) selected via census. Instruments consisted of perception and readiness questionnaires (1–5 Likert scale, α=0.91) and semi-structured interview guides. Quantitative data were analyzed descriptively (mean, standard deviation, frequency distribution), while qualitative data underwent thematic analysis for contextual deepening. Results indicate that teachers' perceptions of project-based authentic assessment fall into the positive category (M=3.84; SD=0.52), with strong conceptual understanding but concerns regarding feasibility. Overall readiness is moderate (M=3.61; SD=0.63), with significant disparities in technical-pedagogical dimensions (rubric design, process tracking, digital documentation) and administrative aspects (workload, report card alignment). Qualitative findings reveal four main challenges: lack of contextual PAI operational guidelines, limited time for teacher collaboration, misalignment in reporting systems, and the need for sustained mentoring. The study concludes that PAI teachers cognitively and affectively accept authentic assessment, but implementation readiness remains constrained by technical, systemic, and school capacity factors. Recommendations include developing standardized PAI assessment modules, strengthening Professional Learning Communities (PLCs), simplifying administration, and implementing continuous mentoring programs. The results provide empirical input for policy development on PAI teachers' assessment competencies in the Merdeka Curriculum era.
PEMBELAJARAN PAI BERBASIS PROYEK (PROJECT-BASED LEARNING) UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KETERAMPILAN SOSIAL-EMOSIONAL SISWA MTs KECAMATAN BUNGO: EKSPERIMEN KUASI Baili; Paradila; Mabruri; Andryadi; Kurniawan, Sugeng; Sabli, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.53860

Abstract

ABSTRACT Islamic Religious Education (PAI) at Islamic junior high schools (MTs) still tends to focus on normative knowledge transmission and memorization, resulting in suboptimal development of students' critical thinking and social-emotional learning (SEL) skills. This study aims to examine the effectiveness of Project-Based Learning (PjBL) in improving both variables among MTs students in Bungo District, Jambi. The research employed a quasi-experimental design with a pretest-posttest control group design. The sample consisted of 64 eighth-grade students selected through cluster random sampling from two MTs, divided into an experimental group (n=32) and a control group (n=32). Instruments included a critical thinking test (25 items, α=0.88) and an SEL questionnaire (24 items, α=0.91). Data were analyzed using prerequisite tests, MANOVA, paired and independent sample t-tests, Normalized Gain (N-gain), and Cohen’s d effect size. Results indicate that (1) PjBL significantly improves critical thinking skills (p=0.000; N-gain=0.58; d=1.21), (2) PjBL significantly improves SEL (p=0.000; N-gain=0.52; d=1.32), and (3) simultaneously, PjBL explains significant variance in both dependent variables (Wilks’ Λ=0.412; F=34.67; p=0.000). Findings confirm that PjBL in PAI not only activates higher-order cognition through contextual problem-solving but also facilitates the development of self-regulation, empathy, collaboration, and responsible decision-making. The study recommends integrating structured PjBL into PAI Learning Modules, strengthening teachers' facilitative competencies, and supporting policies that provide collaboration time and authentic assessment. Results contribute to the development of 21st-century PAI pedagogy aligned with the Merdeka Curriculum and Pancasila Student Profile.
Co-Authors Adilla, Ulfa Agustina, Juli Aulia, Nila Baili Dhinika, Rahma Dini Muawaroh Fitri Alrasi Januar Karsum Khotibul Umam M. Imamuddin Mabruri Muallim, M. Nuri Norullah Noviriani Nurlaila Pahmi Idris Paradila Pratama, Prandika Riyansyah Sabli, Muhammad Saputriyani, Eka Selvia Nelis, Selvia Siti Rohana Sriani Sugeng Kurniawan Wiwin Narti Yanti, Ely Yudelnilastia, Yudelnilastia Yulia Friska, Sonia Zuhara, Nidia