Garuda - Garba Rujukan Digital

Transformasi Evaluasi Pembelajaran PAI Berbasis Projek (P5) pada Kurikulum Merdeka dalam Membentuk Akhlak Siswa Siti Maria Ulpa; Lubna; Mukhlis
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1939

In the era of the independent curriculum, Islamic Religious Education (PAI) learning is no longer merely theoretical in the classroom; it must actually transform behavior and shape students' morals. This study aims to determine how transforming the evaluation of Islamic Religious Education (PAI) learning can shape students' morals. This study used a descriptive qualitative approach, with Islamic Religious Education (PAI) teachers at SMP Negeri 2 Sembalun, East Lombok as subjects. Data were collected through interviews, observations, and documentation of student projects, specifically activities involving processing waste into economically valuable crafts. The results showed that project-based Islamic Religious Education (PAI) learning not only improved students' skills and creativity but also instilled moral values such as responsibility, cooperation, environmental stewardship, honesty, discipline, independence, and decision-making skills. Project-based evaluation provides a more comprehensive picture of student character development than conventional evaluation. The waste recycling project activity is an effective means of instilling Pancasila values while providing students with real-life experiences that directly connect learning, creativity, and moral strengthening.

Refleksi dan Self-Assessment dalam Pembelajaran PAI Berbasis Kurikulum Merdeka : Upaya Meningkatkan Kesadaran Spritual dan Karakter Religius Peserta Didik Muhammad Rusman Hadi; Lubna; Mukhlis
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1940

This study aims to analyze the role of reflection and self-assessment in Islamic Religious Education (PAI) learning based on the Kurikulum Merdeka in enhancing students’ spiritual awareness and religious character. This research employs a qualitative library research approach by examining relevant books, scientific journals, and contemporary educational studies. The findings indicate that the integration of reflective activities such as reflective journals, group discussions, and spiritual portfolio encourages students to internalize Islamic values beyond cognitive understanding. Furthermore, the implementation of self-assessment through religious attitude sheets, worship evaluation scales, and value-based rubrics strengthens students’ self-regulated learning and moral responsibility. Reflection and self-assessment contribute significantly to the development of self-awareness, improved quality of worship, honesty, and consistent spiritual behavior. These strategies transform assessment from a judgment-oriented process into a growth-oriented and reflective practice aligned with the dimension of faith and noble character within the curriculum framework. Therefore, reflection and self-assessment function not merely as evaluation tools but as transformative pedagogical approaches to foster authentic spiritual consciousness and sustainable religious character formation among students.

Asesmen Afektif dalam Pembelajaran PAI Berbasis Cinta; Sebuah Tinjauan Konseptual untuk Penguatan Karakter Religius Muhammad Dodi Alfiansyah; Lubna; Mukhlis
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1941

Islamic Religious Education (IRE) plays a strategic role in shaping students’ religious character; however, learning evaluation in IRE remains predominantly cognitive-oriented, often neglecting affective dimensions that are central to character formation. This condition creates a gap between the ideal objectives of Islamic education and assessment practices in classrooms. Responding to this issue, this study aims to analyze the integration of affective assessment within love-based curriculum in Islamic Religious Education, examine its design and implementation, and explore its contribution to students religious character development. This research employs a qualitative approach using library research with a descriptive-conceptual design. Data were collected from scholarly journals, policy documents, and academic publications relevant to affective assessment, character education, Islamic education, and love-based curriculum. The data were analyzed using qualitative content analysis through data reduction, thematic categorization, and conceptual synthesis. The findings indicate that affective assessment based on a love-based curriculum shifts the assessment paradigm from judgment-oriented evaluation to humanistic and process-oriented assessment. Such integration emphasizes empathy, compassion, reflection, and meaningful teacher student relationships, enabling the internalization of Islamic values in students daily behavior. Furthermore, well-designed and authentically implemented affective assessment contributes significantly to the development of students religious character, including spiritual awareness, moral responsibility, and social ethics. This study implies that affective assessment should be positioned as an integral pedagogical instrument in Islamic Religious Education to support holistic and transformative learning aligned with the principles of love-based education.

Refleksi Spiritual sebagai Instrumen Evaluasi dalam Pembelajaran PAI berbasis Deep Learning Ayu Ardya Putri; Lubna; Mukhlis
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1981

Evaluation in Islamic Religious Education (PAI) has predominantly focused on cognitive aspects, resulting in limited measurement of students’ affective and spiritual dimensions. This article aims to examine spiritual reflection as an evaluation instrument in Deep Learning–based PAI. This study employs a library research approach by analyzing relevant literature on Deep Learning, spiritual reflection, and evaluation in Islamic education. The findings indicate that spiritual reflection can be operationalized as an authentic and formative assessment tool to evaluate the internalization of religious values among students. The implementation of reflective evaluation can be carried out through various techniques, such as reflective journals, reflective discussions, muhasabah (self-introspection), spiritual portfolios, and the use of digital media. Thus, spiritual reflection functions not only as a learning strategy but also as an evaluative approach that supports the development of a more comprehensive and sustainable PAI evaluation system.

Efisiensi Platforms Digital dalam Meningkatkan Kualitas Evaluasi Pembelajaran Pendidikan Agama Islam pada Kurikulum Merdeka Muhammad Ridho Hakiki; Lubna; Mukhlis
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2018

The transformation of information technology has shifted the evaluation paradigm from conventional written test-based models toward digital assessments that are more systematic, adaptive, and well-documented. This study employs a descriptive qualitative approach using a literature review method to examine the concept of Islamic Education (PAI) evaluation, the characteristics of the Merdeka Curriculum, and the utilization models of platforms such as Google Forms, Moodle, and Quizizz in the assessment process. The findings indicate that digital platforms contribute to improving objectivity, efficiency, transparency, and the speed of feedback through automatic grading features and learning outcome data analysis. In addition, digital platforms support the implementation of formative and authentic assessments in line with the principles of the Merdeka Curriculum. However, their implementation also faces several limitations, such as the potential for academic dishonesty, disparities in technology access, limitations in measuring affective and spiritual aspects, and reduced direct pedagogical interaction. Therefore, the effectiveness of digital platforms in PAI evaluation highly depends on teachers’ competencies in designing valid instruments and managing technology while maintaining orientation toward character building and Islamic values.

Strategi Guru Pendidikan Agama Islam dalam Menginternalisasikan Nilai-Nilai Qur’ani Husnul Yamil; Iwan Fitriani; Lubna
Intizar Vol 31 No 2 (2025): Intizar
Publisher : Pusat Penelitian dan Penerbitan Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/intizar.v31i2.32374

Penelitian ini bertujuan untuk mengungkap strategi guru Pendidikan Agama Islam (PAI) dalam menginternalisasikan nilai-nilai Qur’ani kepada santri di MA Plus Pondok Pesantren Abu Hurairah Mataram. Penelitian menggunakan pendekatan kualitatif deskriptif dengan metode fenomenologis, melibatkan guru PAI, santri, pimpinan pesantren, dan musyrif asrama sebagai informan. Data dihimpun melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model Miles & Huberman yang meliputi reduksi data, penyajian, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi guru PAI meliputi keteladanan (uswah hasanah), pembiasaan, pendekatan kontekstual, motivasi spiritual, serta pendampingan personal. Strategi ini diimplementasikan melalui kegiatan pembelajaran, pembinaan karakter, program tahfizh, dan pengawasan kehidupan asrama. Faktor pendukung meliputi kultur pesantren yang religius, struktur kurikulum yang berbasis Al-Qur’an, serta kedekatan emosional guru–santri. Adapun faktor penghambat meliputi perbedaan kemampuan intelektual santri, latar belakang pendidikan, serta dinamika lingkungan sosial. Penelitian ini menegaskan bahwa peran strategis guru PAI sangat menentukan keberhasilan pembentukan karakter Qur’ani santri.

Title

Found 6 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 6 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 6 Documents
Search