Integration of Tringo Concept Ki Hadjar Dewantara in Development of Islamic Education Learning Evaluation
Abstract
This study focuses on integrating the Tringo Ki Hadjar Dewantara concept into the evaluation of Islamic education learning, aiming to enhance the educational function of assessing students' abilities in the learning process. The Tringo Ki Hadjar Dewantara concept is identified as a suitable framework for integration into the independent curriculum's learning evaluation. The research employs a literature study approach to elucidate these two aspects. The study uses content analysis and interpretation for data analysis, drawing from primary and secondary data sources. Using a deductive approach, the author collects and synthesizes relevant literature to contextualize the research discussion. The research addresses a crucial need due to the adaptable nature of the independent curriculum, requiring concept comparisons and adjustments, particularly in the realm of Islamic education. The study's novelty lies in integrating the Tringo Ki Hadjar Dewantara concept into the development of Islamic education learning evaluation. This uniqueness stems from the need for prior research on this concept's connection with learning evaluation. While existing studies have explored the Tringo concept's application in various educational contexts, they have yet to examine its integration into the assessment of Islamic education. Therefore, this study addresses an unexplored area within educational practice. By integrating the Tringo concept, educational practitioners can conduct comprehensive checks encompassing cognitive, affective, and psychomotor domains. These innovative evaluation approaches can be effectively implemented in Islamic education, leading to more impactful and engaging learning experiences.
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References
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[13] Imtihan, E. I. D. Z. N. (2017). Analisis Problematika Penilaian Afektif Peserta Didik Madrasah Aliyah. Schemata: Jurnal Pasca Sarjana IAIN Mataram, 6(1), 63–80. https://doi.org/https://doi.org/10.20414/schemata.v6i1.836
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[15] Kartini, N. E., Nurdin, E. S., Hakam, K. A., & Syihabuddin, S. (2022). Telaah Revisi Teori Domain Kognitif Taksonomi Bloom dan Keterkaitannya dalam Kurikulum Pendidikan Agama Islam. Jurnal Basicedu, 6(4), 7292–7302. https://doi.org/10.31004/basicedu.v6i4.3478
[16] Kholis, N. (2020). Islamic universities facing disruptive era: implication for management change. Proceedings of the 19th Annual International Conference on Islamic Studies, AICIS 2019, 1-4 October 2019, Jakarta, Indonesia. https://doi.org/http://dx.doi.org/10.4108/eai.1-10-2019.2291688
[17] Kholis, N., & Murwanti, M. (2019). Teacher Professionalism in Indonesia, Malaysia, and New Zealand. TARBIYA: Journal of Education in Muslim Society, 6(2), 179–196. https://doi.org/10.15408/tjems.v6i2.11487
[18] Krissandi, A. D. S., & Rusmawan, R. (2015). Kendala guru sekolah dasar dalam implementasi Kurikulum 2013. Jurnal Cakrawala Pendidikan, 34(3). https://doi.org/10.21831/cp.v3i3.7409
[19] Kuipers, G., Franssen, T., & Holla, S. (2019). Clouded judgments? Aesthetics, morality and everyday life in early 21st century culture. European Journal of Cultural Studies, 22(4), 383–398. https://doi.org/https://doi.org/10.1177/1367549419861634
[20] Kuswandi, D., Nafi’a, M. Z. I., Wedi, A., Zulnaidi, H., & Soepriyanto, Y. (2022). Implementation “Tringo” Philosophy for Multi Literations’ Digital Learning Design. 2022 8th International Conference on Education and Technology (ICET), 321–326.
[21] Kuswandi, D., Praherdhiono, H., & Toenlio, A. J. (2017). Synectics Learning and" Tringo" Model for Blended Learning System Application. 3rd International Conference on Education and Training (ICET 2017). https://doi.org/10.2991/icet-17.2017.20
[22] Kuswandi, D., Thaariq, Z. Z. A., Kurniawan, C., Aulia, F., Wijanarko, D. A., Kustiawan, U., & Maknuunah, L. (2021). Literasi Pembelajaran Digital Dengan Integrasi Pendekatan Tringo Ki Hadjar Dewantara Untuk Guru-Guru SMP Wahid Hasyim Malang. Jurnal KARINOV, 4(3), 163–167. https://doi.org/10.17977/um045v4i3p163
[23] Lee, E., Greenblatt, A., Hu, R., Johnstone, M., & Kourgiantakis, T. (2022). Developing a model of broaching and bridging in cross-cultural psychotherapy: Toward fostering epistemic and social justice. American Journal of Orthopsychiatry, 92(3), 322. https://doi.org/10.1037/ort0000611
[24] Marfuah, A., & Febriza, F. (2019). Penilaian autentik pada pembelajaran Pendidikan Agama Islam (PAI) di sekolah dan perguruan tinggi. Fondatia, 3(2), 35–58. https://doi.org/https://doi.org/10.36088/fondatia.v3i2.301
[25] McKnight, K., O’Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education, 48(3), 194–211. https://doi.org/10.1080/15391523.2016.1175856
[26] Milner IV, H. R. (2017). Race, talk, opportunity gaps, and curriculum shifts in (teacher) education. Literacy Research: Theory, Method, and Practice, 66(1), 73–94. https://doi.org/https://doi.org/10.1177/2381336917718804
[27] Mina, L. W. (2019). Analyzing and theorizing writing teachers’ approaches to using new media technologies. Computers and Composition, 52, 1–16. https://doi.org/10.1016/j.compcom.2019.01.002
[28] Nafi’a, M. Z. I., Kuswandi, D., & Wedi, A. (2021). Development of Tringo Based Multiliteracy Learning Model Design as an Effort to Improve Student Writing Skills. International Conference on Information Technology and Education (ICITE 2021), 172–176.
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Published
2023-09-13
How to Cite
MARKUS, Markus; ABU BAKAR, M. Yunus; KHOLIS, Nur.
Integration of Tringo Concept Ki Hadjar Dewantara in Development of Islamic Education Learning Evaluation.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 7, n. 2, p. 544-558, sep. 2023.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/400>. Date accessed: 09 may 2026.
doi: https://doi.org/10.35723/ajie.v7i2.400.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
