{"title":"对高中伊斯兰宗教教育学习的评估","authors":"Amalia Nurlitasari, Tasman Hamami","doi":"10.21831/hum.v23i2.61406","DOIUrl":null,"url":null,"abstract":"Tujuan penelitian ini guna mengetahui konsep dan bentuk pengembangan asesmen Pendidikan Agama Islam (PAI) dari ketiga pendekatan penilaian di Sekolah Menengah Atas (SMA). Metode penelitian berupa penelitian kepustakaan. Hasil penelitian menunjukan Asseissmeint of Leiarning (AoL) disebut sebagai penilaian sumatif yang berbentuk penilaian tengah semester, penilaian akhir semester, dan ujian sekolah. Materi PAI di tingkat menengah atas yaitu Alquran, aqidah, akhlaq, fiqh/ibadah, dan Tarikh. AfL disebut penilaian psikomotor yang berorientasi pada kemampuan mempraktekkan ajaran agama seperti praktek haji, praktek menghitung zakat, praktek mengurus jenazah, hingga praktek menghitung harta waris sholat. Asseissmeint as Leiarning (AaL), terletak pada cara penilaian yang mana peserta didik ikut berpartisipasi dalam penilaian mulai dari prosedur, kriteria, hingga pembuatan pedoman atau rubrik seperti Self Assessment (Penilaian Diri), Peer Assessment (Penilaian Antar Teman). AaL bergerak di ranah afektif dalam pembelajaran PAI yang berkaitan dengan sikap, bakat, minat, nilai-nilai serta penghargaan.The purpose of this study is to determine the concept and form of development of Islamic Religious Education (PAI) assessment from the three assessment approaches in Senior High School (SMA). The research method is library research. The results showed that the assessment of Learning (AoL) is referred to as summative assessment in the form of mid-semester assessment, end-of-semester assessment, and school exams. PAI materials at the upper secondary level are the Qur'an, aqidah, akhlaq, fiqh/worship, and Tarikh. AfL is called psychomotor assessment which is oriented towards the ability to practice religious teachings such as the practice of Hajj, the practice of calculating zakat, the practice of taking care of the dead, and the practice of calculating the inheritance of prayer. Assessment as Learning (AaL), lies in the way of assessment in which learners participate in the assessment starting from procedures, criteria, to making guidelines or rubrics such as Self-Assessment, Peer Assessment. AaL moves in the affective domain in PAI learning related to attitudes, talents, interests, values and appreciation.","PeriodicalId":34797,"journal":{"name":"Humanika Kajian Ilmiah Mata Kuliah Umum","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Assessment as, for, of learning pembelajaran pendidikan agama Islam tingkat menengah atas\",\"authors\":\"Amalia Nurlitasari, Tasman Hamami\",\"doi\":\"10.21831/hum.v23i2.61406\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Tujuan penelitian ini guna mengetahui konsep dan bentuk pengembangan asesmen Pendidikan Agama Islam (PAI) dari ketiga pendekatan penilaian di Sekolah Menengah Atas (SMA). Metode penelitian berupa penelitian kepustakaan. Hasil penelitian menunjukan Asseissmeint of Leiarning (AoL) disebut sebagai penilaian sumatif yang berbentuk penilaian tengah semester, penilaian akhir semester, dan ujian sekolah. Materi PAI di tingkat menengah atas yaitu Alquran, aqidah, akhlaq, fiqh/ibadah, dan Tarikh. AfL disebut penilaian psikomotor yang berorientasi pada kemampuan mempraktekkan ajaran agama seperti praktek haji, praktek menghitung zakat, praktek mengurus jenazah, hingga praktek menghitung harta waris sholat. Asseissmeint as Leiarning (AaL), terletak pada cara penilaian yang mana peserta didik ikut berpartisipasi dalam penilaian mulai dari prosedur, kriteria, hingga pembuatan pedoman atau rubrik seperti Self Assessment (Penilaian Diri), Peer Assessment (Penilaian Antar Teman). AaL bergerak di ranah afektif dalam pembelajaran PAI yang berkaitan dengan sikap, bakat, minat, nilai-nilai serta penghargaan.The purpose of this study is to determine the concept and form of development of Islamic Religious Education (PAI) assessment from the three assessment approaches in Senior High School (SMA). The research method is library research. The results showed that the assessment of Learning (AoL) is referred to as summative assessment in the form of mid-semester assessment, end-of-semester assessment, and school exams. PAI materials at the upper secondary level are the Qur'an, aqidah, akhlaq, fiqh/worship, and Tarikh. AfL is called psychomotor assessment which is oriented towards the ability to practice religious teachings such as the practice of Hajj, the practice of calculating zakat, the practice of taking care of the dead, and the practice of calculating the inheritance of prayer. Assessment as Learning (AaL), lies in the way of assessment in which learners participate in the assessment starting from procedures, criteria, to making guidelines or rubrics such as Self-Assessment, Peer Assessment. AaL moves in the affective domain in PAI learning related to attitudes, talents, interests, values and appreciation.\",\"PeriodicalId\":34797,\"journal\":{\"name\":\"Humanika Kajian Ilmiah Mata Kuliah Umum\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-10-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Humanika Kajian Ilmiah Mata Kuliah Umum\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.21831/hum.v23i2.61406\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Humanika Kajian Ilmiah Mata Kuliah Umum","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21831/hum.v23i2.61406","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
本研究的目的是确定高中三种评估方法的伊斯兰教教育(PAI)的概念和发展形式。研究方法就是研究文献。研究表明,as地震学被称为中级评估、期末评估和学校考试。中等水平的PAI材料是《古兰经》、《阿基达》、《阿赫拉克》、《礼拜》和《塔里克》。AfL被称为一种以宗教教义实践能力为导向的心理运动评估,如朝圣练习、计算扎卡特练习、处理尸体练习,以及计算祈祷的财富。“Asseissmeint as AaL”指的是学习者参与评估的方式,从程序、标准到指导方针或参考材料,如自我评估、同伴间评估。AaL在情感领域的行为与态度、才能、兴趣、价值和奖励有关。这项研究的目的是确定高中三年级学生伊斯兰宗教教育的概念和形式。研究方法就是图书馆。结果表明,在期中考试、期中考试和期中考试的形式上,学生的学习成绩是合格的。上中学的材料是古兰经,阿基达,阿格拉克,菲克/崇拜和日期。这就是所谓的精神驱动评估,它所指示的是实践宗教信仰的能力,即祈祷的实践,祈祷的实践。作为学习的评估,谎言的存在方式是学习者参与的方式,从程序,crit露天,开始引导指南或规则这样的自我评估,Peer评估。AaL在学习的领域的情感领域与学习、才能、兴趣、价值观和欣赏有关。
Assessment as, for, of learning pembelajaran pendidikan agama Islam tingkat menengah atas
Tujuan penelitian ini guna mengetahui konsep dan bentuk pengembangan asesmen Pendidikan Agama Islam (PAI) dari ketiga pendekatan penilaian di Sekolah Menengah Atas (SMA). Metode penelitian berupa penelitian kepustakaan. Hasil penelitian menunjukan Asseissmeint of Leiarning (AoL) disebut sebagai penilaian sumatif yang berbentuk penilaian tengah semester, penilaian akhir semester, dan ujian sekolah. Materi PAI di tingkat menengah atas yaitu Alquran, aqidah, akhlaq, fiqh/ibadah, dan Tarikh. AfL disebut penilaian psikomotor yang berorientasi pada kemampuan mempraktekkan ajaran agama seperti praktek haji, praktek menghitung zakat, praktek mengurus jenazah, hingga praktek menghitung harta waris sholat. Asseissmeint as Leiarning (AaL), terletak pada cara penilaian yang mana peserta didik ikut berpartisipasi dalam penilaian mulai dari prosedur, kriteria, hingga pembuatan pedoman atau rubrik seperti Self Assessment (Penilaian Diri), Peer Assessment (Penilaian Antar Teman). AaL bergerak di ranah afektif dalam pembelajaran PAI yang berkaitan dengan sikap, bakat, minat, nilai-nilai serta penghargaan.The purpose of this study is to determine the concept and form of development of Islamic Religious Education (PAI) assessment from the three assessment approaches in Senior High School (SMA). The research method is library research. The results showed that the assessment of Learning (AoL) is referred to as summative assessment in the form of mid-semester assessment, end-of-semester assessment, and school exams. PAI materials at the upper secondary level are the Qur'an, aqidah, akhlaq, fiqh/worship, and Tarikh. AfL is called psychomotor assessment which is oriented towards the ability to practice religious teachings such as the practice of Hajj, the practice of calculating zakat, the practice of taking care of the dead, and the practice of calculating the inheritance of prayer. Assessment as Learning (AaL), lies in the way of assessment in which learners participate in the assessment starting from procedures, criteria, to making guidelines or rubrics such as Self-Assessment, Peer Assessment. AaL moves in the affective domain in PAI learning related to attitudes, talents, interests, values and appreciation.