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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Dasar Perkhasa
Durotul Qoyimah
UIN Sunan Kalijaga Yogyakarta
Education Other

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KAJIAN TOKOH ISLAM MODERN MUHAMMAD ABDUH Durotul Qoyimah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 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.v10i4.33860

Abstract

Muhammad Abduh, a prominent Islamic modernist, is renowned for his contributions to establishing a rational, progressive, and contextual Islamic paradigm. Through his rich intellectual journey, Abduh offered solutions to the stagnation of Islamic thought through the renewal of education, Islamic law, and an emphasis on reason, ijtihad, and the integration of religious and scientific knowledge. His works, such as Tafsir al-Manar and Risalah al-Tawhid, inspired reform movements in the Islamic world, including Indonesia. Abduh's thought, encompassing education, knowledge, politics, and theology, remains relevant in addressing the challenges of globalization, particularly in shaping a moderate and forward-thinking Islamic education. Abduh's educational reforms at Al-Azhar, his emphasis on rationality and ijtihad, and his ideas on human freedom and consultative governance, serve as important foundations for the modernization of Islam.
ASESMEN BERBASIS KELAS (CLASSROOM-BASED ASSESSMENT) Durotul Qoyimah; Suwadi Suwadi
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.5856

Abstract

This study examines the implementation of Classroom-Based Assessment (CBA) at Madrasah Ibtidaiyah Miftahul Ulum Toto Mulyo, focusing on three assessment dimensions: assessment as learning, assessment for learning, and assessment of learning, and their relationship to the development of students’ competencies (cognitive, affective, psychomotor, and 21st-century/4C competencies). Employing a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis (rubrics, instruments, and learning outcomes). Data were analyzed interactively through data reduction, data display, and source triangulation to ensure the credibility of the findings. The results indicate that teachers have integrated several CBA principles into instructional practices, particularly in formative aspects (assessment for learning), as evidenced by frequent checks for understanding and the provision of feedback. However, the implementation of assessment as learning remains weak due to the limited use of structured reflection and self-assessment practices. In addition, assessment of learning is conducted but has not been fully standardized or made transparent to students. In terms of competencies, assessment practices tend to strengthen the cognitive domain and psychomotor aspects of religious practices, while the development of 4C competencies (critical thinking, creativity, collaboration, and communication) and consistent affective assessment still requires further reinforcement. This study recommends improving the transparency of assessment indicators, developing clear rubrics, empowering self-assessment procedures, and providing teacher training in the design and implementation of fair and learning-oriented CBA.
Co-Authors Suwadi Suwadi