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All Journal Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Muthia Salsabila
UIN Syarif Hidayatullah Jakarta
Religion Education

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PERSPEKTIF MAHASISWA PGMI SEBAGAI CALON GURU MI TERHADAP EVALUASI PSIKOMOTORIK DALAM PEMBELAJARAN PENDIDIKAN ISLAM Muthia Salsabila; Allisya Nurfitria; Aulia Ananda Pratiwi; Asep Ediana Latip
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.10228

Abstract

This study aims to analyze the perspective of PGMI students as prospective MI teachers towards the implementation of psychomotor evaluation in Islamic Education learning. Psychomotor evaluation is understood as an assessment of students' religious practice skills, ranging from the accuracy of worship movements to the ability to apply religious teachings in real actions. This study uses a survey method with instruments in the form of 24 statements developed based on eight aspects of psychomotor evaluation. A total of 33 PGMI students in the third semester became research respondents, while the instrument validation test was carried out by students outside the sample to ensure the clarity of the items and the suitability of the indicators. The results of the study show that the majority of students have a good understanding of the concept and urgency of psychomotor evaluation, and view the method of direct observation and the use of rubrics as an effective and relevant approach in assessing religious practice skills. Students also show a fairly high level of readiness in implementing psychomotor evaluation, although they are still aware of technical constraints, time constraints, and the need for standardized instruments and advanced training. Overall, this study shows that PGMI students are at a positive stage of readiness in implementing psychomotor evaluation, but still need to strengthen their competencies so that the assessment of religious practices in Madrasah Ibtidaiyah can be carried out objectively, systematically, and contextually.
Analisis Sikap Sosial Mahasiswa melalui Self-Assessment Berbasis Level Afektif pada Mahasiswa PGMI Semester IV Muthia Salsabila; Elghin Chelsea Al-ghistni; Desnina Eva Amelia; Aliya Sayida; Asep Ediana Latip
PALAPA Vol 14 No 1 (2026): MEI
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v14i1.6221

Abstract

The limited use of affective level-based self-assessment in assessing students’ social attitudes indicates the need for a more reflective, participatory, and relevant evaluation approach for developing the character of prospective educators. This study aims to analyze the social attitudes of fourth-semester PGMI students through self-assessment focused on the aspects of cooperation, empathy, tolerance, communication, mutual cooperation, and respect. This study used a descriptive quantitative approach with purposive sampling involving 32 fourth-semester PGMI students. Data were collected through an affective level-based self-assessment questionnaire and then analyzed using descriptive quantitative analysis based on the mean score for each indicator. The results showed that students’ social attitudes were in the high category across all aspects analyzed. The tolerance aspect obtained the highest percentage of 96.9%, whereas the aspects of cooperation, mutual cooperation, and respect each reached 90.6%. The aspects of empathy and communication skills were at 87.5%. These findings indicate that affective level-based self-assessment functions not only as an evaluation tool but also as a means of reflection that helps students understand and develop social attitudes gradually through the affective levels of receiving, responding, valuing, organizing, and characterizing. The conclusion of this study emphasizes that affective level-based self-assessment can be used as a reflective and participatory evaluation approach in measuring the social attitudes of PGMI students. The implications of this study provide a contribution to the development of affective evaluation in higher education and serve as a basis for designing a more innovative attitude assessment model that is responsive to the needs of 21st-century learning.
Co-Authors Aliya Sayida Allisya Nurfitria Asep Ediana Latip Aulia Ananda Pratiwi Desnina Eva Amelia Elghin Chelsea Al-ghistni