Learning Islamic Education in the Independent Curriculum
(a Case Study of Authentic Assessment at Madrasah Ibtidaiyah Nurul Hidayah)
DOI:
https://doi.org/10.54956/edukasi.v11i2.402Keywords:
Islamic Education, Independent Curriculum, Authentic AssessmentAbstract
Learning Islamic education in the cognitive, affective, and psychomotor aspects is the aim of this research as well as knowing authentic assessment techniques and the constraints of their implementation by teachers. The location of this research is MI Nurul Hidayah, Tlogowaru Village, Merakurak District, Tuban. This study uses a qualitative method with a descriptive approach; the design used is a case study. Principals, teachers of Islamic education, and students are the subjects of this study. Primary sources are interview observations, while secondary sources in this study are books, journals and scientific articles. Analysis of the data used in this study is descriptive-analytic, namely in critical interpretation, critical analysis and conclusion. Teachers use every aspect of this study for assessment. Assignments, oral tests and written tests are used by teachers on cognitive aspects. Then journals or diaries, assessments between friends, self-assessments and observations are used by teachers in terms of affective aspects in this study. In comparison, the psychomotor aspect of the teacher uses project, performance, and portfolio techniques. As for the performance portfolio, the teacher uses project engineering work in the psychomotor aspect. These three aspects function to get an overall picture, including as a measuring tool for the level of success of student learning in education and achievement of competence by students.
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