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All Journal AL - Mujaddid Jurnal Ilmu-ilmu Agama Al-Ahnaf: Journal of Islamic Education, Learning and Religious Studies
Andri Irawan
Universitas Islam Negeri Sunan Gunung Djati Bandung
Religion Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Basic Concepts and Importance of Educational Materials Development for Teachers and Students: General Theoretical Ideas Andri Irawan
Al-Ahnaf: Journal of Islamic Education, Learning and Religious Studies Vol. 2 No. 1 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/ahnaf.v2i1.19

Abstract

The writing of this article aims to examine several aspects that allow it to provide a fundamental conceptual understanding of educational teaching materials, including the basic concepts of materials, types and development of teaching materials. The writing of this article is a literature study. As for data collection, the author takes references from various journal articles and so on from sources that are in accordance with the topics discussed in this article, so that all data taken can be processed and analyzed properly. The conclusions in this article include that, (1) Teaching materials are a set of subject matter that refers to the curriculum system used with the aim of achieving predetermined competency standards and basic competencies; (2) Teaching materials have several urgent characteristics including self-instructional, integrated (self-contained), stand-alone, adaptive, and user-friendly; (3) Educational teaching materials have various types, including printed and non-printed teaching materials. Examples of printed teaching materials include books, modules, brochures, and LKPD. The non-print teaching materials include audio visual, such as video/film, Video Compact Disc (VCD), then audio forms, such as radio, cassettes, audio Compact Disc (CD), vinyl records (PH), visual forms such as photos, pictures, models / packages. And the last is in the form of multi-media, such as interactive CDs, Computer Based and the Internet; (4) Development of teaching materials means an effort to improve the aspects of the usefulness of teaching materials in education so that they can be developed as widely as possible, so that it is possible to have an optimal positive effect on educational goals in accordance with what is expected.
Kerangka Dasar Kurikulum Deep Learning Perspektif Pendidikan Islam dan Arah Kebijakan Menteri Pendidikan Dasar dan Menengah Andri Irawan; Hanum Salsabila; Liska Amelia; Lulu Nur Lathiifah Jamiilah
Al-Ahnaf: Journal of Islamic Education, Learning and Religious Studies Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/ahnaf.v2i2.26

Abstract

This article aims to explore the basic framework and mapping of Deep Learning as a curriculum development in the era of the leadership of the Minister of Primary and Secondary Education of the Republic of Indonesia, Abdul Mu'ti. The writing method used by the author is a literature study method by conducting a literature review. This study is a collection of data from several journal articles related to the topic of study. This paper reveals that (1) Deep Learning is an approach that emphasizes the creation of a learning atmosphere and learning process that is conscious, meaningful, and joyful through holistic and integrated thinking, heart, taste, and exercise; (2) Deep Learning in the context of education policy in Indonesia refers to Regulation of the Minister of Primary and Secondary Education of the Republic of Indonesia Number 13 of 2025 concerning Amendments to Regulation of the Minister of Education, Culture, Research, and Technology Number 12 of 2024 concerning the Curriculum for Early Childhood Education, Primary Education, and Secondary Education. Basically, Deep Learning is not a completely new curriculum or what can be considered as the latest curriculum that degrades the previous curriculum. Rather, it is an approach that is already known and has become part of the Merdeka Curriculum; (3) Deep learning is supported by three pillars, namely mindful learning, meaningful learning, and joyful learning; and (4) The implementation of Deep Learning can have a significant positive impact on the quality of education, including improving the quality of learning. Although the concept of Deep Learning sounds promising, its implementation in the field is not without challenges. One of the main challenges is the uneven understanding of this concept among some parties.
MODEL PENILAIAN AUTENTIK ARAH KURIKULUM MERDEKA Andri Irawan
Al - Mujaddid: Jurnal Ilmu-ilmu Agama Vol 6 No 1 (2024): Al - Mujaddid : Jurnal Ilmu-ilmu Agama
Publisher : STAI Sebelas April Sumedang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51482/almujaddid.v6i1.86

Abstract

The aim of writing this article is to examine and examine the authentic assessment model towards the independent curriculum. Authentic assessment as an important instrument in developing evaluation which is stated in the 2013 Education Unit Level Curriculum and Curriculum, is interesting to study and analyze as a reference in evaluating learning in the Independent Curriculum. This research is a type of literature review. In collecting data, the author took references from various journals, papers, online articles and so on from sources that are appropriate to the topic of this article. This research concludes that authentic assessment is a type of assessment carried out directly by an educator in a range of learning domains, including cognitive, affective and psychomotor, by combining process and product evaluations. This makes the implementation of the evaluation seen as more objective, real, concrete and accurate, and reflects the students' actual learning outcomes. Indicators in authentic assessment include implementation based on direct experience, authentic assessment carried out during the learning process, assessment aimed at students, continuous, integrated, and carried out with the hope that it can be used as feedback and assessment criteria. The aim of authentic assessment is to measure the results of students' competency achievement in the learning process. The principles of authentic assessment include, among others, that assessment is carried out in an integrated manner with the learning process, assessment must be carried out based on real life aspects, assessment is carried out using various measurement methods, assessment is carried out holistically. Implementing authentic assessment towards the independent curriculum is one of the important efforts made to improve student learning achievement. This authentic assessment is not only an inseparable part of the learning process, but is also one of the main pillars that greatly influences the quality of learning, both in terms of planning and implementation. In the context of the independent curriculum, there are three domains of assessment, namely diagnostic, formative and summative. Authentic assessment in the independent curriculum can be applied through performance, project and portfolio assessments.
Co-Authors Hanum Salsabila Liska Amelia Lulu Nur Lathiifah Jamiilah