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p-Index From 2021 - 2026
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All Journal Jurnal Pendidikan Indonesia (Japendi)
Saona Saona
Universitas Islam Negeri Siber Syekh Nurjati Cirebon, Indonesia
Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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Implementation of Authentic Assessment of Islamic Religious Education in the Merdeka Curriculum: Qualitative Studies in the Cognitive, Affective, and Psychomotor Domains in Vocational High Schools Aisyah Aisyah; Saona Saona; Sayed Habibullah Sadaat
Jurnal Pendidikan Indonesia Vol. 5 No. 4 (2024): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v5i4.9663

Abstract

The implementation of the Merdeka Curriculum requires an authentic Pendidikan Agama Islam (PAI) assessment that evaluates learning outcomes holistically while providing feedback for learning improvement. The objectives of this study are (1) to describe the implementation of authentic PAI assessments in the cognitive, affective, and psychomotor domains in vocational schools; (2) to analyze the role of the Merdeka Curriculum in improving PAI learning quality through feedback and measurement of learning objectives; and (3) to reveal the dynamics of test and non-test techniques across all three domains, including the challenges, strategies, and best practices of educators in implementing authentic assessments. This study employed qualitative research with a case study design. Data were collected through interviews, learning observations, and documentation of teaching materials and assessment artifacts, then analyzed through data reduction, presentation, and conclusion drawing, accompanied by triangulation of sources and techniques. Cognitive assessment was carried out through written and oral tests and assignments; the affective domain through observation, attitude journals, self-assessment, and peer assessment; and the psychomotor domain through worship practice demonstrations and performance rubrics. The Merdeka Curriculum strengthens formative assessment and constructive feedback as a basis for remedial and enrichment activities and the adjustment of teaching strategies, while summative assessment maps the achievement of learning objectives and informs planning for the next cycle. Authentic PAI assessment in the Merdeka Curriculum improves learning quality through the integration of the three domains, the use of rubrics, and continuous feedback that drives process improvement and the achievement of learning objectives.
The Effect of User Experience (UX) Design on Learning Management Systems on Student Motivation, Collaboration, and Learning Outcomes: A Quasi-Experimental Saona Saona; Nur Alifah; Nabilaa Faizatuz Zuhriyah
Jurnal Pendidikan Indonesia Vol. 7 No. 2 (2026): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v7i2.9661

Abstract

Online learning in higher education increasingly relies on Learning Management Systems (LMS), but the quality of the user experience (UX) often determines the level of student engagement and learning outcomes. This study aims to: (1) analyze the effect of improved LMS UX on student learning motivation, (2) evaluate the effect of improved LMS UX on the quality and intensity of student collaboration, and (3) examine the effect of improved LMS UX on learning outcomes by controlling for prior ability (pretest). The research method used a quasi-experimental design with a nonequivalent control group pretest–posttest. The sample consisted of two classes: the experimental group used an LMS with improved UX, while the control group used a standard LMS. Data were collected through motivation and collaboration questionnaires, learning outcome tests (pretest–posttest), and LMS activity logs, then analyzed using ANCOVA with the pretest as a covariate. The results showed that: (1) the learning motivation of the experimental group increased more than that of the control group, (2) student collaboration in the experimental group was more intense and of higher quality, and (3) the learning outcomes of the experimental group were higher after controlling for initial abilities. In conclusion, improving the UX of LMS contributes positively to student motivation, collaboration, and learning outcomes in online learning.
The Application of Differentiated Learning to Accommodate Differences in Student Learning Styles and Speeds Saona Saona
Jurnal Pendidikan Indonesia Vol. 5 No. 4 (2024): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v5i4.9664

Abstract

Differentiated instruction is an important approach in responding to differences in learning styles and speeds among students in heterogeneous classrooms. Uniform teaching practices often lead to disparities in engagement and learning outcomes. This study aims to: (1) identify the forms of differentiation strategies used by teachers, (2) analyze the impact of differentiation on student learning engagement, (3) measure changes in learning outcomes between ability groups, and (4) describe students' perceptions of differentiated learning. The research used a qualitative approach with a case study design in the eighth grade of SMPIT Ibnu Khaldun with 40 students. Data were collected through observation, semi-structured interviews, and document analysis, then analyzed with an interactive model through data reduction, presentation, and verification. The results showed that: (1) differentiation strategies were implemented through variations in content, process, product, and learning time; (2) student engagement increased, especially in the low and medium ability groups; (3) there was an increase in learning outcomes in all groups, with the largest increase in the low group; (4) students had positive perceptions because the learning was considered more appropriate to their needs and increased their self-confidence. It was concluded that differentiated learning effectively accommodates differences in learning styles and speeds and strengthens student engagement and achievement.
Co-Authors Aisyah Aisyah Nabilaa Faizatuz Zuhriyah Nur Alifah Sayed Habibullah Sadaat