Improving The Capability Of Madrasah Teachers In Conducting Diagnostic Assessments And Differentiation Learning In Tiris District Probolinggo

Benny Prasetiya; Heri Rifhan Halili

doi:10.32528/penelitianipteks.v9i2.1360

Authors

Benny Prasetiya Institut Ahmad Dahlan Probolinggo
Heri Rifhan Halili Institut Ahmad Dahlan Probolinggo

DOI:

https://doi.org/10.32528/penelitianipteks.v9i2.1360

Keywords:

Independent Curriculum, Madrasah, Diagnostic Assessment, Differentiated Learning

Abstract

Improving the quality of learning is crucial in the educational context. Teachers, as the main agents in the learning process, are responsible for creating an effective and enjoyable learning environment. This research focuses on the implementation of the Independent Curriculum in madrasas in Probolinggo Regency, particularly in the Tiris District. By involving 30 madrasas, this study aims to enhance teachers' abilities in conducting diagnostic assessments and differentiated learning. The Participatory Rural Appraisal (PRA) approach is used to actively involve teachers in designing and implementing more effective learning strategies. Through this approach, teachers are not merely recipients of instructions but active collaborators involved in every stage of planning and implementation. PRA enables teachers to deeply understand the needs and potential of students, allowing them to design more targeted and contextually appropriate learning strategies. Through two stages of training and mentoring, madrasa teachers are provided with an in-depth understanding of diagnostic assessments and differentiated learning. The evaluation involves both teachers and students as assessment subjects to measure the positive impact of implementing these learning strategies. The research results indicate a significant increase in teachers' knowledge and skills regarding the planning and execution of differentiated learning. Teachers have succeeded in creating an inclusive learning environment, motivating students, and improving learning outcomes. Diagnostic assessments also provide valuable guidance for teachers in designing learning strategies that meet the individual needs of students. It is hoped that this improvement in learning quality will positively impact students' learning experiences and serve as a model for other madrasas in enhancing the quality of education. The implementation of the Independent Curriculum through the PRA approach has proven effective in encouraging positive changes in learning practices in madrasas in Probolinggo Regency

References

Aji Sofanudin, Rokhman, F., Wasino, & Rusdarti. (2016). Quality-Oriented Management of Educational Innovation at Madrasah Ibtidaiyah. Journal of Education and Practice, 7(27), 176–180. https://search.proquest.com/docview/1871584297?accountid=14744

Altun, D. (2019). Investigating Pre-Service Early Childhood Education Teachers’ Technological Pedagogical Content Knowledge (TPACK) Competencies Regarding Digital Literacy Skills and Their Technology Attitudes and Usage. Journal of Education and Learning, 8(1), 249. https://doi.org/10.5539/jel.v8n1p249

Anifah, N. (2020). Peningkatan Kompetensi Guru dalam Menggunakan Media Pembelajaran Melalui Pendampingan. Idarah (Jurnal Pendidikan Dan Kependidikan), 4(2), 135–145. https://doi.org/10.47766/idarah.v4i2.1038

Anwar, A. (2018). Management of Madrasa: An Overview on Principals’ Managerial Skills, Supervisors’ Coaching Quality and Teachers’ Performance. Jurnal Pendidikan Islam, 4(1), 99. https://doi.org/10.15575/jpi.v4i1.1582

Barni, M., & Mahdany, D. (2017). Al Ghazāli’s Thoughts on Islamic Education Curriculum. Dinamika Ilmu, 17(2), 251–260. https://doi.org/10.21093/di.v17i2.921

Dassi, A., & Ruby, C. M. (2023). Madrasa Education and Muslim Women: Negotiating Modest Dressing. History and Sociology of South Asia, 17(2), 121–136. https://doi.org/10.1177/22308075231155232

Efrina, E. (2019). Differentiated Learning for Students with Special Needs in Inclusive Schools. Advances in Social Science, Education and Humanities Research, 382(Icet), 678–681.

Fitriani, E. Y., & Fibriana, F. (2020). Analysis of Religious Characters and Logical Thinking Skills After Using Solar System Teaching Material Integrated with Islamic Science. Journal of Innovation in Educational and Cultural Research, 1(2), 69–76. https://doi.org/10.46843/jiecr.v1i2.7

Ibrahim, U. (2024). Integration of Emerging Technologies in Teacher Education for Global Competitiveness. Ijels, 2(2), 127–138. https://doi.org/10.59890/ijels.v2i2.1334

Kahar, S., Barus, M. I., Wijaya, C., Ilmu, T., Babussalam, T., Agama, T., Negeri, I., Natal, M., Islam, M. P., Ilmu, F., Islam, U., & Sumatera, N. (2019). Peran Kepemimpinan Kepala Madrasah dalam Meningkatkan Mutu Pendidikan di MTs. Swasta Miftahul Falah Sunggal Kabupaten Deli Serdang. ANTHROPOS : Jurnal Antropologi Sosial Dan Budaya, 4(2), 170–178.

Kultsum, U., Parinduri, M. A., & Karim, A. (2022). Comparative Studies Between Public and Private Islamic Schools in the Era of Globalization. International Journal of Evaluation and Research in Education (Ijere), 11(1), 421. https://doi.org/10.11591/ijere.v11i1.22182

Latief, S., Sari, Y. A., Yusuf, M., Armila, A., & Hidayat, R. (2021). The Development of Islamic Education and Strengthening of National Education System of Indonesia. International Journal on Advanced Science Education and Religion, 4(2), 86–99. https://doi.org/10.33648/ijoaser.v4i2.105

Mabsutsah, N., Hariyadi, S., & Prihatin, J. (2023). The Readiness of Science Teachers to Implement Differentiated Learning and Integrated STEM in Ecology Subject of the “Merdeka” Curriculum in Junior High School. Bioedukasi, 21(2), 99. https://doi.org/10.19184/bioedu.v21i2.39567

Mansur, A., Jamaluddin, J., Nelli, J., Hanif, M., Wahid, N., Haswir, H., & Marizal, M. (2023). Application of Spatial Analysis to Eliminating Radicalism in Madrasah Schools. Journal of Applied Engineering and Technological Science (Jaets), 4(2), 837–846. https://doi.org/10.37385/jaets.v4i2.1763

McCoach, D. B., Gable, R. K., & Madura, J. P. (2013). Instrument development in the affective domain: School and corporate applications. In Instrument Development in the Affective Domain: School and Corporate Applications (Vol. 9781461471). https://doi.org/10.1007/978-1-4614-7135-6

Meier, E. (2005). Situating Technology Professional Development in Urban Schools. Journal of Educational Computing Research, 32(4), 395–407. https://doi.org/10.2190/5kcq-5vkq-380x-jynd

Mukhibat, M. (2023). Differentiate Learning Management To Optimize Student Needs And Learning Outcomes In An Independent Curriculum. Qolamuna, 15(1), 73–82. https://doi.org/10.37680/qalamuna.v15i1.2386

Musdahlipah, M. (2024). The Relevance of Ki Hajar Dewantara’s Educational Basis “Education That Independent Students” in Differentiation Learning in the Independent Curriculum. Journal of Basic Education Research, 5(2), 69–75. https://doi.org/10.37251/jber.v5i2.975

Muslikhin. (2019). Nilai-nilai pendidikan karakter dalam pembelajaran pendidikan agama islam. Al-Bahtsu, 4(1), 143–149.

Muthohirin, N., Kamaludin, M., & Mukhlis, F. (2022). Salafi Madrasas: Ideology, Transformation, and Implication for Multiculturalism in Indonesia. Fikrah, 10(1), 81. https://doi.org/10.21043/fikrah.v10i1.14380

Nappu, S., Dewi, R., & Daddi, H. (2019). Peningkatan Kemampuan Guru dalam Melaksanakan Penelitian Tindakan Kelas. Jurnal Dedikasi, 21(1).

Nursaid, N. (2020). The Leadership of Headmaster in Improving the Quality of Madrasa Education. Jurnal Pendidikan Islam, 6(1), 95–108. https://doi.org/10.15575/jpi.v6i1.3410

Prasetiya, B., Hidayah, U., & Adawiyah, R. (2020). RELIGIOUS FUNDAMENTALISM AMONG STUDENTS : Descriptive Study on Rohis Activist Students in Probolinggo City. CONCIENCIA: Journal of Islamic Education, 20(2), 97–108.

R.Strickland, B. (2001). The Gale Enclyclopedia of Psychology. In Simply Psychology, Second Edition (second edi). Gale Group. https://doi.org/10.4324/9780203720448

Rachmawati, N., Marini, A., Nafiah, M., & Nurasiah, I. (2022). Projek Penguatan Profil Pelajar Pancasila dalam Impelementasi Kurikulum Prototipe di Sekolah Penggerak Jenjang Sekolah Dasar. Jurnal Basicedu, 6(3), 3613–3625. https://doi.org/10.31004/basicedu.v6i3.2714

Rahayu, A. (2023). Interactive Digital Teaching Module Based on Differentiated Instruction and Its Impact on Students’ Problem-Solving Skills. Jurnal Penelitian Pendidikan Ipa, 9(SpecialIssue), 1128–1136. https://doi.org/10.29303/jppipa.v9ispecialissue.5072

Sadik, O. (2020). Exploring a Community of Practice to Improve Quality of a Technology Integration Course in a Teacher Education Institution. Contemporary Educational Technology, 13(1), ep285. https://doi.org/10.30935/cedtech/8710

Sanyal, U., & Farah, S. (2018). Discipline and Nurture: Living in a Girls’ Madrasa, Living in Community. Modern Asian Studies, 53(2), 411–450. https://doi.org/10.1017/s0026749x17000166

Sarifah, S., Kadarusman, H., Warisno, A., Andari, A. A., & Anshori, M. A. (2023). The Rise and Development of Madrasas in Indonesia. JMKSP (Jurnal Manajemen Kepemimpinan Dan Supervisi Pendidikan), 8(1), 308–311. https://doi.org/10.31851/jmksp.v8i1.11149

Shalihah, N. (2023). Differentiated Learning Strategies for Children’s Religious-Moral Values in the Kurikulum Merdeka. Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini, 7(6), 6579–6590. https://doi.org/10.31004/obsesi.v7i6.5339

Siskandar. (2020). THE ROLE OF RELIGIOUS EDUCATION AND UTILIZATION DIGITAL TECHNOLOGY FOR IMPROVING THE QUALITY IN SUSTAINABILITY MADRASA. Education for Spiritual, Moral, Social, and Cultural, 27(1), 157–160.

Supardi, S. (2013). Pendidikan Islam Multikultural Dan Deradikalisasi Di Kalangan Mahasiswa. Analisis: Jurnal Studi Keislaman, 13(2), 375–400. https://doi.org/10.24042/AJSK.V13I2.700

Susandi, A., Setiawan, B., Dirgayunita, A., & Fadilah, Y. (2022). EKSISTENSI NILAI-NILAI PENDIDIKAN KARAKTER. Sekolah Dasar: Kajian Teori Dan Praktik Pendidikan, 31(1), 49–57.

Swandana, H. (2023). High School Students’ Perceptions About Implementation of the Merdeka Curriculum in Biology Lessons in Samarinda. Jurnal Penelitian Pendidikan Ipa, 9(10), 8235–8244. https://doi.org/10.29303/jppipa.v9i10.4585

Usman, U., Nuraulia, D., Nauroh, R., Rajudin, I., Rifqiawati, I., Sultan, U., & Tirtayasa, A. (2023). Project to Strengthen Pancasila Student Profile as an Application of Differentiated Learning in the Independent Curriculum: A Case Study at a Senior High School in Pandeglang, Indonesia. Jurnal Pendidikan Indonesia Gemilang Vol.3, 3(1), 103–113.

Wasif, R., & Prakash, A. (2017). Do Government and Foreign Funding Influence Individual Donations to Religious Nonprofits? A Survey Experiment in Pakistan. Nonprofit Policy Forum, 8(3), 237–273. https://doi.org/10.1515/npf-2017-0014

Wulandari, Y. (2024). Unleashing Student Creativity. International Journal of Asian Education, 5(1), 21–33. https://doi.org/10.46966/ijae.v5i1.371

Yunitasari, D. (2023). Implementation Challenges of Merdeka Curriculum in Primary Schools. Prisma Sains Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan Ipa Ikip Mataram, 11(4), 952. https://doi.org/10.33394/j-ps.v11i4.8079

Zainuddin, Z., Azizah, A., & Nur, M. (2022). The Improvement of Discipline and Professional Fiqh Teachers by Supervisors in Islamic Junior High School. Fitrah Jurnal Kajian Ilmu-Ilmu Keislaman, 8(1), 95–116. https://doi.org/10.24952/fitrah.v8i1.5316