Inspirasi Penilaian Pembelajaran Pendidikan Agama Islam (Telaah Sistem Penilaian Pembelajaran di Korea dan Belanda)

Moh Rifqi Rahman, Bassam Abul A’la

Abstract


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

Keywords


penilaian pembelajaran, Pendidikan Agama Islam

Full Text:

PDF

References


Astuti, E. T. (2017). Problematika Implementasi Penilaian Autentik Kurikulum 2013 Dalam Pembelajaran Pendidikan Agama Islam Di SD Negeri Ploso I Pacitan. Al-Idaroh, 1(2), 18–41.

Baird, J.-A., Andrich, D., Hopfenbeck, T. N., & Stobart, G. (2017). Assessment and learning: Fields apart? Assessment in Education: Principles, Policy & Practice, 24(3), 317–350. https://doi.org/10.1080/0969594X.2017.1319337

Blok, H., Otter, M. E., & Roeleveld, J. (2002). Coping with conflicting demands: Student assessment in Dutch primary schools. Studies in Educational Evaluation, 28(2), 177–188. https://doi.org/10.1016/S0191-491X(02)00018-4

Capano, G. (2018). Policy design spaces in reforming governance in higher education: The dynamics in Italy and the Netherlands. Higher Education, 75(4), 675–694. https://doi.org/10.1007/s10734-017-0158-5

Dalby, D., & Swan, M. (2019). Using digital technology to enhance formative assessment in mathematics classrooms: Using digital technology in formative assessment. British Journal of Educational Technology, 50(2), 832–845. https://doi.org/10.1111/bjet.12606

DeLuca, C., Chapman-Chin, A. E. A., LaPointe-McEwan, D., & Klinger, D. A. (2018). Student perspectives on assessment for learning. The Curriculum Journal, 29(1), 77–94. https://doi.org/10.1080/09585176.2017.1401550

Elmore, R. F. (2019). The Future of Learning and the Future of Assessment. ECNU Review of Education, 2(3), 328–341. https://doi.org/10.1177/2096531119878962

George, M. (2008). The Elements of Library Research: What Every Student Needs to Know. https://doi.org/10.5860/choice.46-4758

Hargreaves, E. (2005). Assessment for learning? Thinking outside the (black) box. Cambridge Journal of Education, 35(2), 213–224. https://doi.org/10.1080/03057640500146880

Jacobbe, T., Mitten, C., & Jacobbe, E. (2017). What do they understand?: Using technology to facilitate formative assessment. Australian Primary Mathematics Classroom, 22(1), 9–12.

Kim, J. W. (2004). Education reform policies and classroom teaching in South Korea. International Studies in Sociology of Education, 14(2), 125–146. https://doi.org/10.1080/09620210400200122

Kwon, S. K., Lee, M., & Shin, D. (2017). Educational assessment in the Republic of Korea: Lights and shadows of high-stake exam-based education system. Assessment in Education: Principles, Policy & Practice, 24(1), 60–77. https://doi.org/10.1080/0969594X.2015.1074540

Kwon, Y.-I. (2004). Early childhood education in Korea: Discrepancy between national kindergarten curriculum and practices. Educational Review, 56(3), 297–312. https://doi.org/10.1080/0013191042000201208

Leeman, Y., Nieveen, N., Beer, F., & Steen, J. (2020). Teachers as curriculumâ€makers: The case of citizenship education in Dutch schools. The Curriculum Journal, 31(3), 495–516. https://doi.org/10.1002/curj.21

Leong, W. S., Ismail, H., Costa, J. S., & Tan, H. B. (2018). Assessment for learning research in East Asian countries. Studies in Educational Evaluation, 59, 270–277. https://doi.org/10.1016/j.stueduc.2018.09.005

McLachlan, J. C. (2006). The relationship between assessment and learning. Medical Education, 40(8), 716–717. https://doi.org/10.1111/j.1365-2929.2006.02518.x

Meifiani, N. I., Susanto, H. P., & Tisngati, U. (2016). Analisis Kesadaran Orang Tua Terhadap Pendidikan Anak di Desa Watukarung. LPPM STKIP PGRI Pacitan. https://repository.stkippacitan.ac.id/id/eprint/51/

Neeleman, A. (2019). The scope of school autonomy in practice: An empirically based classification of school interventions. Journal of Educational Change, 20(1), 31–55. https://doi.org/10.1007/s10833-018-9332-5

Nieveen, N., & Kuiper, W. (2012). Balancing Curriculum Freedom and Regulation in the Netherlands. European Educational Research Journal, 11(3), 357–368. https://doi.org/10.2304/eerj.2012.11.3.357

Pereira, D., Flores, M. A., & Niklasson, L. (2016). Assessment revisited: A review of research in Assessment and Evaluation in Higher Education. Assessment & Evaluation in Higher Education, 41(7), 1008–1032. https://doi.org/10.1080/02602938.2015.1055233

Segers, M., & Tillema, H. (2011). How do Dutch secondary teachers and students conceive the purpose of assessment? Studies in Educational Evaluation, 37(1), 49–54. https://doi.org/10.1016/j.stueduc.2011.03.008

Shin, J. C. (2012). Higher education development in Korea: Western university ideas, Confucian tradition, and economic development. Higher Education, 64(1), 59–72. https://doi.org/10.1007/s10734-011-9480-5

Shute, V. J., & Rahimi, S. (2017). Review of computer-based assessment for learning in elementary and secondary education. Journal of Computer Assisted Learning, 33(1), 1–19. https://doi.org/10.1111/jcal.12172

Stiggins, R. J. (2002). Assessment Crisis: The Absence of Assessment for Learning. Phi Delta Kappan, 83(10), 758–765. https://doi.org/10.1177/003172170208301010

Tilson, J. K., Kaplan, S. L., Harris, J. L., Hutchinson, A., Ilic, D., Niederman, R., Potomkova, J., & Zwolsman, S. E. (2011). Sicily statement on classification and development of evidence-based practice learning assessment tools. BMC Medical Education, 11(1), 78. https://doi.org/10.1186/1472-6920-11-78

Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3–14. https://doi.org/10.1016/j.stueduc.2011.03.001

Yoon, K. (2014). The Change and Structure of Korean Education Policy in History. Italian Journal of Sociology of Education, 6(2), 173–200. https://doi.org/10.14658/pupj-ijse-2014-2-8




DOI: https://doi.org/10.31004/edukatif.v4i2.2428

Article Metrics

Abstract view : 758 times
PDF - 339 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Moh. Rifqi Rahman, Bassam Abul A’la

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.