Integration of Tringo Concept Ki Hadjar Dewantara in Development of Islamic Education Learning Evaluation

Markus, Markus and Abu Bakar, M. Yunus and Kholis, Nur (2023) Integration of Tringo Concept Ki Hadjar Dewantara in Development of Islamic Education Learning Evaluation. Journal of Islamic ducation AL HAYAT, 7 (2). ISSN ISSN 2599-3046

[thumbnail of M. Yunus Abu Bakar_Integration of TringoConcept Ki Hadjar Dewantara.pdf] Text
M. Yunus Abu Bakar_Integration of TringoConcept Ki Hadjar Dewantara.pdf - Published Version
Available under License Creative Commons Attribution.

Download (308kB)

Abstract

This study focuses on integrating the Tringo Ki Hadjar Dewantara concept into the evaluation of Islamic education learning, aiming to enhance the educational function of assessing students' abilities in the learning process. The Tringo Ki Hadjar Dewantara concept is identified as a suitable framework for integration into the independent curriculum's learning evaluation. The research employs a literature study approach to elucidate these two aspects. The study uses content analysis and interpretation for data analysis, drawing from primary and secondary data sources. Using a deductive approach, the author collects and synthesizes relevant literature to contextualize the research discussion. The research addresses a crucial need due to the adaptable nature of the independent curriculum, requiring concept comparisons and adjustments, particularly in the realm of Islamic education. The study's novelty lies in integrating the Tringo Ki Hadjar Dewantara concept into the development of Islamic education learning evaluation. This uniqueness stems from the need for prior research on this concept's connection with learning evaluation. While existing studies have explored the Tringo concept's application in various educational contexts, they have yet to examine its integration into the assessment of Islamic education. Therefore, this study addresses an unexplored area within educational practice. By integrating the Tringo concept, educational practitioners can conduct comprehensive checks encompassing cognitive, affective, and psychomotor domains. These innovative evaluation approaches can be effectively implemented in Islamic education, leading to more impactful and engaging learning experiences.

Item Type: Article
Creators:
Creators
Email
["eprint_fieldname_creators_NIDN" not defined]
Markus, Markus
UNSPECIFIED
UNSPECIFIED
Abu Bakar, M. Yunus
elyunusy@uinsby.ac.id
2015036501
Kholis, Nur
nurkholis@uinsby.ac.id
2011036701
Uncontrolled Keywords: learning consept; Ki Hajar Dewantara
Subjects: 13 EDUCATION > 1301 Education Systems > 130199 Education systems not elsewhere classified
13 EDUCATION > 1302 Curriculum and Pedagogy > 130211 Religion Curriculum and Pedagogy
Divisions: Fakultas Tarbiyah dan Keguruan > Manajemen Pendidikan Islam
Depositing User: Ummi Rodliyah
Date Deposited: 18 Sep 2023 02:25
Last Modified: 18 Sep 2023 02:28
URI: http://repository.uinsa.ac.id/id/eprint/3206

Actions (login required)

View Item
View Item