scholarly journals PENERAPAN PENILAIAN AUTENTIK KURIKULUM 2013 PADA DOMAIN SIKAP UNTUK MATA PELAJARAN PAI DAN BUDI PEKERTI DI SMA NEGERI 1 ASEMBAGUS

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 59-66
Author(s):  
Abd Aziz ◽  
Subyant Subyant
Keyword(s):  
High School ◽  
Character Education ◽  
Authentic Assessment ◽  
Affective Domain ◽  
Senior High School ◽  
Islamic Education ◽  
Psychomotor Development ◽  
Attitude Assessment ◽  
Data Presentation ◽  
Using Data

Many teachers only pay attention to cognitive and psychomotor development and override affective domain of the students, but that did not happen at SMA Negeri 1 Asembagus (State Senior High School 1 Asembagus. Authentic assessment in Kurikulum 2013 (2013 curriculum) has been conducted for attitude assessment on Islamic education subject and character education subject at at SMA Negeri 1 Asembagus (State Senior High School 1 Asembagus). This research is descriptivequalitative research by data collection techniques in the form of observation, interviews, and documentation, then analyzing data in this research using data reduction, data presentation, and verification. Triangulation is done for checking validity of data. The results of this study are the implementation of authentic assessment through four stages involves determining basic competence, determining object, determing assessment technique, and assessment enforcement, both in the classroom or outside the classroom.

scholarly journals Authentic Assessment Implementation Subjects Islamic Education Curriculum 2013 In SMA 1 Hutabargot Mandailing Natal

2020 ◽  
Vol 6 (1) ◽  
pp. 19-30
Author(s):  
Asfiati Asfiati
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Authentic Assessment ◽  
Senior High School ◽  
Islamic Education ◽  
Attitude Assessment ◽  
Civil State ◽  
Curriculum Changes ◽  
Assessment Of Learning ◽  
Assessment Techniques

Implementation of authentic assessment is motivated emergence of KTSP curriculum changes into the curriculum of 2013. Curriculum 2013 seeks to enhance authentic assessment standards. Emphasis on the authentic assessment of learning outcomes. This study aims to determine the implementation of authentic assessment on the Curriculum 2013 in public senior high school/SMA Negeri  1 Hutabargot Mandailing Natal district . The research method is descriptive qualitative. Subjects were teacher of Islamic education in public senior high school/SMA Negeri 1 Hutabargot counties Christmas Apparatus Mandailings Civil State (ASN). Data collected through observation, interviews, and documentation. The results showed the implementation of authentic assessment on the Curriculum 2013 in accordance with the technique, instruments and processes. Attitude assessment techniques is observed using a check list. Ratings knowledge using verbal and written tests. Skills assessment using tests, a list of scale

scholarly journals Manajemen Kurikulum Pendidikan Agama Islam dan Budi Pekerti Jenjang SMA Bermuatan Keilmuan Integrasi Interkoneksi

2017 ◽  
Vol 1 (2) ◽  
pp. 195-225
Author(s):  
Wiji Hidayati
Keyword(s):  
High School ◽  
Data Analysis ◽  
Character Education ◽  
Central Government ◽  
Senior High School ◽  
Islamic Education ◽  
Curriculum Management ◽  
Scientific Content ◽  
Management Activity ◽  
The Core

Islamic education and character education within the 2013 Curriculum at Senior High School in Indonesia are included in group A topics which is considered as compulsory.  The central government has formulated purposes, learning outcome competence, core competence as well as basic competence of those two topics. Thus, it requires high-quality management to achieve the standards. However, in reality,  Islamic education and character education teachers, particularly at State Senior High School I Pakem, Yoyakarta, are rarely aware of this scientific content in relation to management activities.    It is admitted there that management activity is, in fact, teacher obligation yet it is often regarded merely as routine. This research, which is aimed at describing curriculum management on Islamic education and character education with integration –interconnection scientific content at Senior High School, is a field study using qualitative approach. The subjects are Islamic education and character education teachers at State Senior High School I Pakem Yogyakarta while the object is the curriculum management of Islamic education and character education of Senior High School class X, XI and XII. Data were gathered using observation, interview and documentation which are then analyzed based on  Matthew B. Miles and A. Michael Huberman. Flow model was used as data analysis including three elements namely, data gathering which was done along with data reduction using classification, topic concentration and generalization, abstraction and rough data transformation; data analysis which comprises data display, information arrangement and conclusion or data verification under the topic of curriculum management of Islamic education and character education at Senior High School particularly on planning, organizing, actuating, and controlling phase related to integration-interconnection among bayani, irfani and burhani. The result shows that, at class X, there is core topic under the themes of ”Living virtuous life” and ”Managing wakaf truthfully”, while at class XI, the core topic is ”Hi Moslem warriors, wake up and rise!”, whereas at class XII, the core topic is ”Worshiping spiritfully by believing on the doomsday”.

scholarly journals Analisis Kesiapan Guru dalam Menerapkan Pembelajaran Tematik di Madrasah Ibtidaiyah

2021 ◽  
Vol 1 (2) ◽  
pp. 75-88
Author(s):  
Putri Wulan Dhari ◽  
Wajnah Wajnah ◽  
Nova Susanti
Keyword(s):  
Qualitative Method ◽  
Lesson Plan ◽  
Authentic Assessment ◽  
Learning Activities ◽  
Research Subject ◽  
Attitude Assessment ◽  
Data Presentation ◽  
Scientific Approach ◽  
Using Data ◽  
Thematic Learning

AbstrakPenelitian ini bertujuan untuk menganalisis dan menjabarkan kesiapan guru Madrasah Ibtidaiyah dalam melaksanakan pembelaran tematik berdasarkan standar yang berlaku. Penelitian ini menggunakan metode kualitatif deskriptif. Subjek penelitiannya adalah guru Madrasah Ibtidaiyah Negeri 10 Aceh Tengah. Data penelitian ini telah diuji keabsahannya menggunakan triangulasi data dan member check, dan dianalisis melalui tahap reduksi data, sajian data, dan penarikan kesimpulan. Hasil penelitian ini menemukan bahwa: 1) sebagian guru yang telah memahami konsep pembelajaran tematik tidak dapat menearapkan pembelajaran tematik; 2) guru telah mampu menyusun rencana pembelajaran tematik dengan baik; 3) guru melaksanakan kegiatan pembelajaran tematik sesuai dengan RPP yang disusunnya, 4) dan metode dan media pembelajaran yang digunakan guru dalam pembelajaran tematik kurang bervariasi, dan 5) guru kurang terampil dalam menyusun rubrik penilaian autentik. Kesulitan guru dalam mengimplementasikan pembelajaran tematik adalah; 1) kondisi sarana belajar yang tidak memadai; 2) sumber belajar dan media yang digunakannya masih sangat terbatas, 3) kesulitan dalam menyusun rubrik penilaian sikap; dan 4) guru kesulitan dalam menguraikan kegiatan pembelajaran yang sesuai dengan pendekatan saintifik. AbstractThis study aims to analyze and describe the readiness of Madrasah Ibtidaiyah teachers in carrying out thematic learning based on applicable standards. This research uses descriptive qualitative method. The research subject is a teacher at Madrasah Ibtidaiyah Negeri 10 Central Aceh. The validity of this research data has been tested using data triangulation and member check, and analyzed through the stages of data reduction, data presentation, and drawing conclusions. The results of this study found that: 1) some teachers who had understood the concept of thematic learning were unable to apply thematic learning; 2) the teacher has been able to develop a thematic lesson plan well; 3) teachers carry out thematic learning activities in accordance with the RPP they have compiled, 4) and the methods and learning media used by teachers in thematic learning are less varied, and 5) teachers are less skilled in compiling authentic assessment rubrics. The difficulties of teachers in implementing thematic learning are; 1) conditions of inadequate learning facilities; 2) learning resources and media used are still very limited, 3) difficulties in compiling an attitude assessment rubric; and 4) the teacher has difficulty in describing learning activities that are in accordance with the scientific approach. 

scholarly journals Authentic Assessment of Affective Domain in Islamic Education and Character Building at A Curriculum 2013 Pilot Project Elementary School in Banyumas Regency Central Java Indonesia

2019 ◽  
Vol 3 ◽  
Author(s):  
Rohmad Rohmad
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Field Research ◽  
Authentic Assessment ◽  
Pilot Project ◽  
Affective Domain ◽  
Islamic Education ◽  
Central Java ◽  
Analysis Technique ◽  
Character Building

Authentic assessment in the 2013 curriculum requires each teacher to conduct performs a fairly complex assessment of spiritual and social attitudes, knowledge, and skills. The problem in this research is how authentic assessment of affective domain in Islamic Education and character-building is implemented in a curriculum 2013 pilot project elementary school in Banyumas Regency Central Java Indonesia. This research is field research classified as descriptive qualitative research. The interview and observation methods were used to collect the data of the process of authentic assessment of affective domain in the subjects of Islamic and character Education. The documentation method was used to gain the data related to the school profiles and planning documents, implementation and assessment processing. The analysis technique chosen in this research was descriptive analysis technique using inductive and deductive thinking methods and following Miles and Huberman model of data analysis. The study found that the implementation of an authentic assessment in the school was carried out both manually and automatically using application through the process of 1) planning done by determining the character to be measured and making an assessment format referring to KI-1 and KI-2 , 2) implementation of the assessment carried out by observing and recording the attitudes of the participants, 3) value processing done collaboratively between the Islamic and Character Education teachers (PAI and BP) with the Class Teacher then recapitulating the attitude values and making the description, and 4) Follow-up carried out by PAI & BP Teachers and Class Teachers by providing rewards, motivation, coaching, habituation programs, and mentoring.

scholarly journals IMPLEMENTASI PENILAIAN OTENTIK BIDANG STUDI PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMAN 1 DEMPET JAWA TENGAH

2019 ◽  
Vol 1 (02) ◽  
Author(s):  
Hadi Nurrohim
Keyword(s):  
High School ◽  
Authentic Assessment ◽  
Senior High School ◽  
Islamic Education ◽  
Field Of Study ◽  
Authentic Assessments

Authentic assessment is a variant of assessment in the Curriculum 2013. Authentic assessment needs to be implemented well in every field of study, so that learners can get maximum results. Public senior high school 1 Dempet is one of the schools that has implemented the Curriculum 2013, as well as its authenticassessment which is special in the field of study of Islamic Education and Character. This authentic assessment can be successful if the teacher follows the procedures and steps. So also with the teachers of Islamic education in Public senior high school 1 Dempet, who with all the shortcomings and advantages apply authentic assessment. This study aims to identify and explain the process of choosing a strategy and establishing an approach in the authentic assessment of the field of Islamic education and Character Public senior high school 1 Dempet study. Then he explains and explains the strategies and approaches in the authentic assessment of Islamic education and Character Public senior high school 1 Dempet study areas. Two things are worth to investigate, given that there are still teachers who have not really understand and apply authentic assessment. Through this research, it is generated that Islamic education teachers have applied authentic assessments well, so that it can provide a positive for the learners.

scholarly journals The implementation of authentic assessment in history learning at senior high school

2020 ◽  
Vol 15 (2) ◽  
pp. 85-102
Author(s):  
Sulis Setiani Kusuma Dewi ◽  
Aman Aman
Keyword(s):  
High School ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Senior High School ◽  
Skill Assessment ◽  
Knowledge Assessment ◽  
Attitude Assessment ◽  
Test Technique ◽  
History Learning ◽  
The Government

This study aims to describe the implementation of authentic assessment in history learning in Senior High School (SMA), which is adjusted with assessment procedures related to the judgment of competencies that have been made by the government. This study is a qualitative naturalistic study conducted in SMA N 1 Ngaglik and SMA N 2 Sleman, Yogyakarta. The technique of data collection was done through observation, interview, and documentation. The data analysis technique was done by triangulation. The result of the study shows that: both schools carried out an authentic assessment in learning activities, although in its application, there some shortcomings. 1) Planning, both schools have been made a planning assessment that includes attitude assessment, knowledge, and skill assessment, although the teacher of history in both schools still has not made a grid for knowledge assessment. 2) Appraisal, both schools conducted attitude assessment through observation technique and peer assessment, while SMA N 2 Sleman conducted attitude assessment by self-assessment technique. Knowledge assessment was conducted by the workbook, Deuteronomy, PTS, and PAS; besides written tests assessment in SMA N 2, Sleman was also undertaken by oral tests. They were assessing skill both of school conducted by using performance assessment in papers form. 3) Processing of attitude assessment activity conducted by doing coordinating with BK teachers and homeroom teachers. While assessing knowledge and skill performed by calculating average the value obtained. 4) Follow-up activities carried out by conducting written tests, whereas, in SMA N 1, Ngaglik added an oral test technique.

scholarly journals The Implementation of Islamic Education: The Process of Instilling Akhlakul Karimah (Noble Characters) for Madrasah Tsanawiyah Students

2019 ◽  
Vol 4 (1) ◽  
pp. 117-125
Author(s):  
Muhammad Amri ◽  
Saharuddin Saharuddin ◽  
La Ode Ismail Ahmad
Keyword(s):  
High School ◽  
Data Analysis ◽  
Religious Education ◽  
Junior High School ◽  
Data Reduction ◽  
Implementation Process ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Mutual Respect ◽  
Data Presentation

Islamic Religious Education is an important and inseparable part of the educational curriculum in Indonesia. Besides being an obligation for its adherents, Islamic learning can instill the values of faith and make students possess noble morals (akhlakul karimah). This study aims to examine and discuss how the implementation process of Islamic education in instilling noble morals in students of Madrasah Tsanawiyah (Islamic Junior High School). This study uses a qualitative approach with data reduction, data presentation, and conclusion drawing as the data analysis. The sample of this study was the principal of the madrasah, vice-principal, students, and teachers of Islamic education in Madrasah Tsanawiyah Negeri 1 Makassar. The results of the analysis of this study indicate that through the implementation of Islamic Religious Education, the students could possess noble characters. There are eight behaviors that are applied to instill the noble characters, namely habituating the smiles, salaam, and greetings, mutual respect (tolerance), sunnah fasting on Monday and Thursday, performing the Duha prayer, performing dhuhr prayers, reciting the Quran, congregational prayer, and getting used to alms giving (infaq). These eight commendable behaviors are recommended for teachers and principals to be applied in their respective schools.

scholarly journals Role Controversy among Team Teachers in the JET Programme

2004 ◽  
Vol 26 (2) ◽  
pp. 223 ◽  
Author(s):  
Sean Mahoney
Keyword(s):  
High School ◽  
Negative Pressure ◽  
English Teachers ◽  
Senior High School ◽  
English Teaching ◽  
General Classroom ◽  
Using Data ◽  
Japanese English

This article attempts to identify and clarify incongruous and problematic perceptions of team-teachers' roles held by JET Programme Assistant English Teachers (AETs) and their Japanese English-teaching colleagues (JTEs). Confusion over who should do what, and especially the frustration resulting from belief conflicts between team teachers, produces negative pressure on partners that could be detrimental to English lessons and general classroom atmospheres. Using data collected from long-answer sections of a nationwide questionnaire involving over 1,400 junior and senior high school educators, the author investigates discord found between and within AET and JTE groups at both levels. While respondents generally concurred on the main (i.e. top three) roles expected of themselves and their partners, discrepancies did arise regarding other, less commonly perceived roles. 本稿はJETプログラムの英語指導助手（AET）と日本人英語教師（JTE）によるティームティーチング（TT）授業において、両者の役割に関する問題や齟齬を指摘し、詳述するものである。英語の授業におけるそれぞれの担当内容、特に教育方針の違いから生じる不満が積もると、両者に否定的なプレッシャーを与え、教室内の雰囲気に悪影響を及ぼすことになるだろう。中学校・高等学校で教えている全国1,400名以上の英語教師からの自由記述データを利用して、筆者がAET集団とJET集団間、及び、それぞれの集団内部の問題を検討する。全般的に、回答者からは各々のパートナーに期待されている主要な役割分担に関して共通の認識を持っている割合が高かったが、双方に差異が見られる場合、役割に関する共通認識の割合が低い傾向があった。

scholarly journals The Teaching of The Speaking Skill Using The Audio-Oral Method for The Students of Islamic Senior High School of Zainul Hasan Genggong Probolinggo

2021 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Edi Kurniawan Farid ◽  
Mamluatun Ni'mah ◽  
Nur Arifah
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Data Reduction ◽  
Teaching Method ◽  
Senior High School ◽  
Data Presentation ◽  
Speaking Skill ◽  
Language Environment ◽  
Oral Method ◽  
Arabic Speaking

This research aims to know the teaching of the speaking skill using the audio-oral method for the students of Islmic Senior High School of Zainul Hasan Genggong Probolinggo and to know its problems. This qualitative research used observation, interview, and documentation to collect data. To analyze the data, this research based on three basic things, data reduction, data presentation, and extrapolation. And, to measure the validity of the data, this research used triangulation. The results of this research are the teaching of the speaking skill using the audio-oral method for the students of Islmic Senior High School of Zainul Hasan Genggong Probolinggo by giving the dialogues, then translates them and represents the pronunciation in the Arabic dialect, which the students hear and then imitate afterwards sometimes the tape recorder used for improving the arabic speaking skill correctly while teaching continued with more exercises in various Arabic dialogues. The problems of the teaching of the speaking skill using the audio-oral method for the students of Islmic Senior High School of Zainul Hasan Genggong Probolinggo consist of three basic problems which are related to the language environment, the local language, the monotonic teaching method and learning media.

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