Developing Indonesian language learning assessments: Strengthening the personal competence and Islamic psychosocial of teachers

Abstract

<span>Research on the assessment of learning has been carried out by many other researchers, but putting Islamic psychosocial and personal competence as a solution has not been found. This study aimed to develop an assessment of Indonesian Language learning for high school teachers by strengthening Islamic psycosocial and personality competencies. Using the ex post facto approach, by distributing questionnaires to 213 Indonesian Language teachers and analyzed using descriptive and regression. This research results in the mastery of teachers about personality competence, Islamic psychosocial, and the assessment of Indonesian Language is the same as medium mastery. Personality competence and Islamic psychosocial as together are very strong in developing the ability to assessment Indonesian Language learning in high school teachers. Islamic psychosocial is predicted to be able to improve the assessment of Indonesian Language high school teacher learning as well as personality competence. This study concludes that personality’s competences and Islamic psychosocial are very significant in developing the assessment of Indonesian Language high school teacher's in learning. This research contribution strengthens the development of the theory of "teacher performance assesment" in the world of education. For the Department of Education to develop policies to improve the assessment of Indonesian Language learning by conducting Islamic psychosocial and personality competency training for all teachers in Indonesia.</span>

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

“…Islamic psychosocial theory includes perceptions, motivations, beliefs, and social interactions based on Islam to see a social problem that will affect the attributes of individual behavior in society. Human behavior must fulfill three things, namely: 1) the intrinsic Islam that is knowing the concept of the caliph, knowing the concept of selfexcellence, knowing the mission, building a mission, creating insight, commitment, identity, intelligence, ideals , luck, creativity, obsession, and worship; 2) social attitudes and perspectives which include prejudice, mutual trust, mutual support, cooperation, openness, defensive, closed, withholding information (consisting of non-cooperative and down appearance), living principles (consisting of material capital and spiritual capital), experience (consisting of positive and negative), interests (consisting of long-term and long-term), wisdom based on the rules of Allah SWT and His Messenger, comparison (high value standards, low value standards, objective and subjective), and literature (consisting of religion, philosophy and science); and 3) da'wah and self-valuesas true faith and confidence, istikhlas, ihsan (tawajuh), ihtisab, mujahadah nafsi, sure in the sentence of thayyibah, special prayer, knowledge of ma'azikir, ikromul muslimin, tashihunniyat, and da'wah wa al-tabligh Sukenti, Tambak, & Charlina, 2020). Bous et al (2019) research findings show that psychosocial possessed by a person dramatically influences adaptation to the environment.…”

Upaya Guru Pendidikan Agama Islam dalam Mengembangkan Keaktifan Belajar Peserta Didik pada Pembalajaran Jarak Jauh

“…Di sisi lain, faktor eksternal yang dapat mempengaruhi belajar peserta didik salah satunya yaitu faktor lingkungan sosial. Faktor lingkungan sosial dapat memengaruhi belajar peserta didik meliputi lingkungan sekitar sekolah seperti teman-temannya, para guru, dan para staff sekolah (Arianti, 2018;Sukenti and Tambak, 2020).…”

Tipologi Manusia Dalam Evaluasi Pendidikan: Perspektif Al-Qur’an Surat Fatir Ayat 32

“…Dalam menerapkan evaluasi pendidikan, prinsip dasar dalam penentuannya seperti prinsip kontinuitas, prinsip objektifitas, dan lingkungan diluar pendidikan sekolah menjadi perlu untuk diperhatikan (Stepanili, Hasbiyalah, and Arifin, 2019), terutama implikasinya dalam memberikan stimulus pengalaman dan pengamatan pada manusia yang sedang mengenyam proses pendidikan (Sukenti, and Tambak, 2020). Pembelajaran yang monoton akan menyebabkan siswi menjadi pasis dan statis, sehingga kreatifitas dalam minat belajarnya menjadi turun (Difa'ul, et al, 2020).…”

“…Hal ini disebabkan, karena ada kalanya peserta didik memilki hasil maksimal saat evaluasi di sekolah, tetapi kenyatannya ia tidak menginternalisasikan keilmuan yang pernah didapatkan dari sekolah, atau sebaliknya (Abdur-Rafiu, Ajidagba, and Rafiu, 2020). Sehingga, proses evaluasi yang dilakukan pada manusia dalam proses pendidikan tidak hanya melibatkan evaluasi secara kognitif saja, melainkan secara komprehensif memasukkan evaluasi pada lingkungan eksernal peserta didik (Sukenti, Tambak, and Charlina, 2020;Stepanili, Hasbiyalah, and Arifin, 2019). Hal ini semakin menguatkan bahwa manusia dengan komplektisitas potensi yang mumpuni, pada akhirnya meskipun dengan proses pendidikan yang seimbang antara satu sama lain, tetap memiliki output yang berbeda pada diri mereka masing-masing.…”