Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Dialektika : Jurnal Pendidikan Agama Islam
Mahrusah, Luthfiyah
Unknown Affiliation
Religion Humanities Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Perspektif Peer Assessment sebagai Model Evaluasi Autentik dalam Pendidikan Agama Islam Mahrusah, Luthfiyah; Fariza Anjani; Ahmad Munzir
Dialektika : Jurnal Pendidikan Agama Islam Vol 4 No 1 (2025): Vol 4 No 1 (2025): Dialektika : Jurnal Pendidikan Agama Islam
Publisher : Prodi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/dialektika.v4i1.15037

Abstract

The implementation of PAI learning assessment is still dominated by a traditional one-way evaluation model from lecturers to students, which does not encourage active, reflective, and participatory involvement. This situation is not in line with the principles of authentic assessment, which emphasizes the importance of student involvement in the assessment process. This study aims to explain the implementation of peer assessment in PAI learning, including its benefits, perceptions, and challenges. Using qualitative methods and case studies, data were collected through in-depth interviews with one lecturer and four PAI students, classroom observations, and documentation. The analysis was conducted thematically with the help of the NVivo 12 application to identify the main themes. The results show that peer assessment provides a new, more participatory and reflective experience for students. The benefits include the development of learning styles, increased creativity, critical thinking skills, and learning motivation. However, this study found several obstacles in the form of friendship bias, reluctance to give criticism, and differences in understanding of the rubric, which affect the objectivity of the assessment. For lecturers, clarity of assessment instruments is considered an important factor for successful implementation. Overall, peer assessment has been proven to contribute to improving the quality of Islamic Religious Education while shaping critical, reflective, and responsible attitudes in students. This study emphasizes the ethical and emotional dimensions of peer assessment practices, which show that peer assessment is not only an academic tool but also a means of shaping Islamic character based on the values of honesty, justice, and trust. Keywords: Peer Assessment, Authentic Assessment, Islamic Religious Education, Learning Motivation.
Institutionalizing Bugis Makassar Local Wisdom in Islamic Religious Education Curriculum at Indonesian Islamic Higher Education Efendy, Rustan; Hamdanah, Hamdanah; Mahrusah, Luthfiyah
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 1 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i1.9063

Abstract

This study formulates a theoretical model based on field experience to integrate Bugis Makassar local wisdom into Islamic Religious Education (PAI) at IAIN Parepare. Although international literature highlights the importance of culturally relevant pedagogy, the integration of local cultural values in PAI is still fragmentary, dependent on lecturers, and not yet sufficiently institutionalized. Using a qualitative design based on principles of theory grounded in field experience, data were collected through in-depth interviews with IAIN Parepare Islamic Religious Education lecturers, curriculum managers, and students, supported by classroom observations and analysis of curriculum documents and Semester Learning Plans. Data analysis used constant comparison methods through open, axial, and selective coding repeatedly. Open coding identified concepts that emerged from empirical data. Axial coding mapped the relationships between conditions, practices, and consequences, while selective coding integrated core categories into an explanatory framework verified through cross-case comparisons. The findings reveal three interconnected processes: context recognition, which acknowledges siri’, pacce, getteng, and lempu’ as ethical capital in line with Islamic principles. Its pedagogical application, operationalized through contextual pedagogy, culture-based assignments, local narratives, role models, and institutional reconfiguration, ensures sustainability through policy alignment and academic culture strengthening. Systemic integration enhances curriculum relevance while reinforcing students' religious and cultural identities.
Co-Authors Ahmad Munzir Fariza Anjani Hamdanah Hamdanah RUSTAN EFENDY, RUSTAN