Ujian Nasional Dalam Tinjauan Kritis Filsafat Pendidikan Pragmatisme

Hadi, Sumasno

doi:10.18592/aladzkapgmi.v4i2.139

Cited by 6 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Apakah para calon lulusan ini sudah benar-benar siap terjun dalam dunia kerja dan dunia keilmuan level selanjutnya. (Kepala Badan Standar Kurikulum dan Asesmen Pendidikan, 2021) Pada kurikulum K13 penilaian nasional tata disebut Ujian Nasional (UN) mengundang para kritik praktisi pendidikan, pasalnya Ujian nasional (UN) hanya berorientasi kepada penguasaan materi (Hadi, 2014), bukan penalaran dan pemecahan masalah, dan dikarenakan model penilaiannya seperti itu, maka proses belajar mengajar hanya berorientasi menghafal bukan penalaran dan pemahaman makna.…”

Section: Kajian Teoritis 1 Desain Kurikulum Merdeka Belajar Kemendikbudunclassified

Desain Kurikulum Merdeka Belajar dan Transformasi Evaluasi Pendidikan Agama Islam

Mughni

2023

JIPA

View full text Add to dashboard Cite

This article was written to examine the new policy of the Ministry of Kemendikbud, namely the Kurikulum Merdeka Belajar Design, and its Implications for Evaluation of Islamic Religious Education Learning. The emergence of this new curriculum is due to the results of an assessment conducted by PISA (Programme for International Student Assessment) assessing that the quality of education in Indonesia is ranked 74th out of 79 countries. Broadly speaking, Indonesian education has experienced a very significant decline in literacy and numeracy. Starting from this phenomenon, the Ministry of Education and Culture designed a new curriculum design called independent learning. This study uses the Library Research method. Namely by collecting data and information in the form of texts, policy documents and previous studies on curriculum design in a formal institution. After studying the design of the Kurikulum Merdeka Belajar, this study analyses the implications of the Kurikulum Merdeka Belajar design with evaluation in Islamic religious education learning. The results of this study include, among others, that the new policy on the design of the Kurikulum Merdeka Belajar that will be applied in all formal education institutions in Indonesia is broadly as follows: 1) The national exam which previously only focused on the cognitive competence of students in the Kurikulum Merdeka Belajar has changed. become a minimum competency assessment that is held halfway through the education level process. 2) National standard school exams, which were formerly administered by the state, in this Kurikulum Merdeka Belajar were given to related educational institutions. 3) Simplification in compiling learning device documents. 4) Changes in the Zoning system in the admission of new students. Islamic religious education is a subject that is different from other subjects, this is because the learning process of Islamic religious education is coloured by divine spirits, from these divine spirits used to design an Islamic religious learning. Seeing the characteristics of the Kurikulum Merdeka Belajar that have been analysed above, the evaluation of Islamic religious education learning should be transformed into Authentic Assessment. In authentic research, Islamic education does not only assess students cognitively, but also assesses affectively (qolbiyah) and also morally (amaliyah).

show abstract

Section: Kajian Teoritis 1 Desain Kurikulum Merdeka Belajar Kemendikbudunclassified

Desain Kurikulum Merdeka Belajar dan Transformasi Evaluasi Pendidikan Agama Islam

Mughni

2023

JIPA

View full text Add to dashboard Cite

show abstract

“…Model evaluasi melalui ujian memang sangat rasional untuk meninjau dan mengukur kualitas tiap siswa. Namun, satu masalah yang sering kali dikritik para pakar pendidikan adalah soal dijadikannya hasil sebagai penentu lulus tidaknya seorang siswa dalam mengikuti pelajaran (Hadi, 2014). Berikut beberapa kelemahan diadakannya ujian: 1) Masih diwarnai dengan berbagai bentuk kecurangan, para siswa berpandangan bahwa yang akan dinilai nantinya adalah hasil akhir mereka, bukan kejujuran dalam proses pengerjaanya sehingga banyak dari mereka yang nekat contek mencontek bahkan sampai membeli kunci jawaban.…”

Section: Hasil Dan Pembahasan Kurikulum 2013 DI Indonesiaunclassified

Analisis Perbandingan Sistem Evaluasi Pendidikan Pada Kurikulum 2013 Dan Pendidikan Di Finlandia

Urfah,

Adelia,

Syamsiyah

2022

EDU

View full text Add to dashboard Cite

Penelitian ini bertujuan membandingkan sistem evaluasi pendidikan Indonesia dan Finlandia. Penelitian ini menggunakan metode studi kepustakaan, yaitu mengumpulkan data dengan literatur yang relevan dengan judul penelitian. Indonesia memiliki sistem evaluasi pendidikan yang sangat kompleks. Hal ini dapat dibuktikan dengan diberlakukannya Pekerjaan Rumah (PR), Ulangan Harian, Penilaian Tengah Semester (PTS), Penilaian Akhir Semester (PAS), Ujian Sekolah (US). Dibandingkan dengan Negara Finlandia yang hanya memberikan sedikit pekerjaan rumah (PR) dan mengurangi penyelenggaraan ujian dan lebih menekankan siswa untuk belajar. Untuk lanjut ke tingkat berikutnya, pendidikan di Indonesia melakukan pertimbangan berdasarkan Kriteria Ketuntasan Minimum (KKM). Sedangkan Finlandia, tidak ada KKM dalam sistem evaluasi pendidikannya dan siswa dapat langsung melanjutkan ke tingkat berikutnya sehingga tidak ada yang namanya tinggal kelas. Tulisan ini bermaksud memberikan pertimbangan terkait kelebihan dan kekurangan mengenai kebijakan sistem evaluasi yang sudah ada di IndonesiaKata kunci : sistem evalusai, finlandia, kurikulum 2013

show abstract

“…[1]. UN selalu menjadi perhatian masyarakat dalam pelaksanaannya, [2]. Sebagai alat pengukur keberhasilan siswa selama belajar tiga tahun disekolah, [3].…”

Section: Pendahuluanunclassified

Pendampingan Ujian Nasional Untuk Meningkatkan Motivasi Dan Hasil Belajar Ekonomi

Fahrurrozi¹,

Muhammad²,

Utomo³

et al. 2020

Jalan Bangau No.60 Palembang

View full text Add to dashboard Cite

Among other things, the teacher's tasks include planning and implementing the process of teaching and learning activities and evaluating student learning outcomes. The role of the teacher in learning is the educator, the model, and the instructor and tutor. Learning success is measured based on the achievement of competencies established since the beginning of the learning activities. Learning assistance at MA NW Lepak, which has been carried out by the PPM Hamzanwadi University team can increase student motivation, it is seen from 65% of students in the category of high and very high learning motivation. Learning outcomes increase after mentoring, viewed from learning outcomes with an increasing trend. The distribution of student learning outcomes in the excellent category from 17% increased to 26%, and the good category from 30% to 32%. Whereas for students whose categories failed to drop from 9% to 0%.

show abstract

Ujian Nasional Dalam Tinjauan Kritis Filsafat Pendidikan Pragmatisme

Cited by 6 publications

References 0 publications

Desain Kurikulum Merdeka Belajar dan Transformasi Evaluasi Pendidikan Agama Islam

Desain Kurikulum Merdeka Belajar dan Transformasi Evaluasi Pendidikan Agama Islam

Analisis Perbandingan Sistem Evaluasi Pendidikan Pada Kurikulum 2013 Dan Pendidikan Di Finlandia

Pendampingan Ujian Nasional Untuk Meningkatkan Motivasi Dan Hasil Belajar Ekonomi

Contact Info

Product

Resources

About