Evaluation and Study of PAI Education

Evaluation and Study of PAI Education

Evaluation and assessment are two part of which unreleasable from study process its mean, study design will determine procedure and process evaluate and also assessment type worn. KBK with paradigm, that pupil are protagonist (subject learn to recommend. That study of student centre on have to claim between processes and have to continuation, so that there is integration and synergy, between evaluation and study/assessment.

in approach of contextual study strategy has to entangle of  authentic evaluation/assessment as part of indivisible from study process if developed by domain it teacher of are cognate, psychomotor and effective, so study and evaluation/ assessment process executed have to relate at third the domain and it can explore the grade thinking of student.

According to Ricard and his friend (1985) evaluation is as a gathering of information systematically for decision making. In study of PAI education process, assessment or test which its estuary is decision making. In the from of descript from attainment of data and interest of numeric have to be integral in course of study and have to continue. Which another statement knowledge transfer dependent but it has to be competed with assessment execution and a progress of evaluation which is continuation. During the time doesn’t happen the existence of process integrate between. Study of PAI education and evaluation at least because fundamental three things.

  1. Un measurable Planning

During planning process, the teachers of PAI just Bereuter at requirement of administrative and they also more less touching principle things and study creativity. In study planning of PAI, the teacher should make basic of analyzed elementary metric and teaching of competence indicator beside that, they should mark indicator with assessment type contact and invoice learn (correct setting) and also specify study method and strategy. Result identifies the later, and then it can be study operational reverence.

  1. Free study of content

During the times study of religion of Islam often avoid the context so that just touching the surface and just be knowledge, avoid the context caused study processing which is done by teachers tends to a cognitivistic, and also time trapped at behaviorism only. So that discourses just be the single method forwarding of items just with this method only will not happen processing of seeing and activation of pupil so its assessment difficult to be integrated, this problem make study of  PAI become free context.

  1. Evaluation does not progress orientate of continuation

Evaluation where does not orientate on progress of proven continuation, find the feat just measure the knowledge and understanding only (bottom level of considering), so that another aspect seldom exploration. During the time evaluation process just be based on the written test, so its less capable to record all student aspect related to learn progress, creativity, performance and attitude.

View the problem above, the teacher of PAI have to be able to change old paradigm in study summing students as learn object only. Budimansyah (2002) told; that learning paradigm should relate to four education pillar which is programmed by UNESCO


About Luxman Dialektika

seorang lulusan fakultas Hukum Universitas Islam Negeri Malang dan meneruskan di Program Magister Ilmu Hukum Universitas Brawijaya yang aktif di pergerakan dan nyantri di Pesantren Salafiyah Syafiiyah Nurul Huda MALANG, saya orang lampung yang nyasar ke malang, yang terpenting dalam hidup ialah sederhana, santun, jujur, gaya terserah kalian saja, yang terpenting jangan berhenti belajar dan punya konsep di masa depan. okee :)

Posted on Juni 24, 2013, in hudaya (humaniora & budaya) and tagged , , . Bookmark the permalink. Tinggalkan komentar.

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