The journey of pesantren to become an educational institution recognized by, and being part of, the configuration of national education is long and winding. This study aimed to analyze the impact of pesantren recognition and response for it. The method in this study used qualitative methods with a historical approach. Data collected through document analysis and analyzed by content analysis. Regarding the research results are, first, the impact of policies that emerged from soekarno's time to Joko Widodo's time, they are; The pesantren diploma was not recognized by the Indonesian government after independence until the issuance of the pesantren law. Pesantren need to establish a new general institution in order to gain the legitimacy of the diploma. Second, Pesantren responds to national education policies in two forms. First, by establishing public institutions according to the national education framework under the Ministry of Religious Affairs or the Ministry of Education (formal). Second, incorporate the general curriculum into the pesantren curriculum periodically and evaluate the curriculum to always be in accordance with the needs and challenges of education (mu’adalah). Finally, the government's policy of issuing the pesantren law has very significant implications for financial assistance.
Penilaian pembelajaran merupakan bagian penting dalam pembelajaran. Hasil penilaian pembelajaran dapat memengaruhi strategi pembelajaran yang akan guru terapkan dalam pembelajaran selanjutnya. Tujuan penelitian ini adalah untuk mendeskripsikan sistem penilaian pembelajaran di dua negara yaitu Korea dan Belanda untuk dijadikan inspirasi bagi penilaian pembelajaran Pendidikan Agama Islam di Indonesia. Penelitian ini merupakan kajian pustaka dengan model kualitatif yang diawali dengan pencarian sumber, penilaian dan konstruksi. Hasil penelitian menunjukkan bahwa Korea menganut system penilaian terpusat berupa CSTA (College Scholastic Testing Assessment), sedangkan Belanda menganut system penilaian demokratis dimana guru dapat menyusun kurikulumnya sendiri bahkan bentuk, metode dan teknik penilaiannya sendiri. Sedangkan inspirasi untuk penilaian pembelajaran Pendidikan Agama Islam di Indonesia menjadi diskusi dalam penelitian ini
The learning assessment process is still an interesting discussion theme, especially with the presence of the term AfL (Assessment for Learning) which is a development of the AoL (Assessment of Learning) concept. The purpose of this article is to describe the implementation of AfL in two different regions, Hong Kong and New Zealand with the indication that there are several studies showing that AfL is running well in these two regions. The results of the description are then linked to the context of the assessment of Islamic Religious Education learning in Indonesia today. This research is a literature study with a qualitative model that begins with the search for sources (heuristics), assessment (criticism) and construction. As a result, Hong Kong presents an assessment system in the form of BCA (Basic Competency Assessment) and SBA (School-Based Assessment); while New Zealand implemented several policies to strengthen the implementation of this AfL. When referring to the implementation of AfL in the two regions, Indonesian Islamic Education requires teachers who are prepared and competent in carrying out the assessment. The Islamic Religious Education assessment system is very detailed and clear, but teachers are still not able to apply it.
21st century education must capably answer challenge (Siqueira, 2021) for equipping learners with 4 skills or abbreviated as 4C which includes: communication, collaboration, critical thinking, and problem solving, and creativity and innovation. Cycle Model Learning Critical Thinking is a learning model designed to develop critical thinking dispositions and critical thinking skills simultaneously during learning activities. This model has seven learning phases, including 1) thinking about problems, 2) teaching critical thinking through modeling, 3) seeking and exploring the truth, 4) thinking together by explaining and discussing with experts, 5) conducting implementation trials, and 6.) evaluate critical thinking, 7) meaning. This study aims to explore cycle of critical thinking learning model in Islamic boarding schools. Study this use method study qualitative with using a case study approach (COBER and ADAMS 2020) to analyze the perception and implementation of the based critical thinking learning model boarding school. The population of this study is the whole teacher at Syafiiyah boarding school, Indonesia. The result of this research shows that cycle critical thinking-based learning boarding school that is apply 7 stages learning well. The first cycle is thinking about problems, with a score of 352. 2) teaches critical thinking through modeling, with a score of 468. 3) seeks and explores the truth, with score 114. 4) think together by explaining and discussing with experts, with a score of 346. 5) conducting implementation trials, 115 and 6) evaluating critical thinking, 250. 7) Meaning, 231.
Penelitian ini bertujuan untuk mengukur keefektifan model pembelajaran berbasis ISRA di Perguruan Tinggi Umum, survey menunjukkan bahwa indikator moderasi beragama berupa komitmen kebangsaan, Toleransi, Anti kekerasan, dan adaptif kebudayaan lokal� dapat diterapkan pada kurikulum PAI di perguruan Tingggi Umum. Berbagai penelitian model pembelajaran berbasis moderasi beragama yang dilakukan menghasilkan 50 % hasil cukup signifikan, maka penulis mencoba model pembelajaran berbasis ISRA dalam moderasi beragama ternyata hasilnya cukup baik. Metode yang digunakan adalah deskriptif kuantitatif dengan pengumpulan data menggunakan angket, wawancara dan studi dokumentasi. Responden data yang� diambil 90 mahasiswa sebagai sampel� dari berbagai perguruan tinggi umum di Jawa Timur, menggunakan hasil uji analisis melalui Cronbach Alpha dan Wilcoxon dengan hasil yang signifikan 0,05% dari data yang diambil maka Penggunaan model ISRA cukup efektif dalam mengimplementasikan moderasi beragama sehingga dapat meningkatkan sikap moderat pada mahasiswa.
Islamic religious education is an integration of education and Islamic sciences. It is included in the category of multidisciplinary disciplines. Given the diversity of approaches and different applications from each institution, it seems important to identify a model of Islamic religious education curriculum based on a multidisciplinary, interdisciplinary, and transdisciplinary (MIT) approach. Therefore, by using the systematic literature review (SLR) method and Nvivo 12 as a qualitative data processing tool, this study seeks to examine the various integrated approach models and their application in the curriculum of Islamic religious education in tertiary institutions. The result of this research is that there is one curriculum model that is widely used in the application of the MIT approach in the Islamic religious education curriculum, namely collaboration.
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