Iswadi, Iiswadi (2018) Implementasi Penilaian Ranah Afektif Mata Pelajaran Alquran Hadis pada Madrasah Tsanawiyah di Kecamatan Kapuas Timur Kabupaten Kapuas. Tesis, PASCASARJA.

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ABSTRAK

ABSTRAK ISWADI; Implementasi Penilaian Ranah Afektif Mata Pelajaran Alquran Hadis pada Madrasah Tsanawiyah di Kecamatan Kapuas Timur Kabupaten Kapuas, di bawah bimbingan (I) Dr. H. Ridhahani Fidzi, M.Pd. dan (II) Dr. Ahmad Muradi, M.Ag. pada Pascasarjana UIN Antasari Banjarmasin 2018. Kata Kunci: Implementasi, Penilaian, Ranah Afektif, Alquran Hadis Penilaian Ranah Afektif mata pelajaran Alquran Hadis pada Madrasah Tsanawiyah di Kecamatan Kapuas Timur seyogyanya sudah diimplementasikan berdasarkan Kurikulum 2013, namun pada kenyataannya sebagian besar guru belum mengimplementasikannya, oleh karena itu perlu dilakukan penelitian secara mendalam. Fokus Penelitian ini adalah: 1) Apa Bentuk Penilaian Ranah Afektif Mata Pelajaran Alquran Hadis Pada Madrasah Tsanawiyah di Kecamatan Kapuas Timur Kabupaten Kapuas 2) Apa Skala Penilaian Ranah Afektif Mata Pelajaran Alquran Hadis Pada Madrasah Tsanawiyah di Kecamatan Kapuas Timur Kabupaten Kapuas. 3) Apa Teknik Penilaian Ranah Afektif Mata Pelajaran Alquran Hadis Pada Madrasah Tsanawiyah di Kecamatan Kapuas Timur Kabupaten Kapuas. 4) Bagaimana Implementasi Penilaian Ranah Afektif Mata Pelajaran Alquran Hadis Pada Madrasah Tsanawiyah di Kecamatan Kapuas Timur Kabupaten Kapuas 5) Apa Problem Penilaian Ranah Afektif Mata Pelajaran Alquran Hadis Pada Madrasah Tsanawiyah di Kecamatan Kapuas Timur Kabupaten Kapuas. 6) Apa upaya guru dalam mengatasi problem Implementasi Penilaian Pada Madrasah Tsanawiyah di Kecamatan Kapuas Timur Kabupaten Kapuas. Penelitian ini merupakan penelitian kualitatif. Subjek penelitian ini adalah Guru mata pelajaran Alquran Hadis. Alat penggali data yang digunakan adalah teknik wawancara, observasi, dan dokumentasi. Analisis data dalam penelitian ini dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Pengecekan keabsahan data. Berdasarkan data yang terkumpul penelitian ini menemukan bahwa pada Madrasah Tsanawiyah di Kecamatan Kapuas Timur Kabupaten Kapuas: 1) Bentuk Penilaian Ranah Afektif Mata Pelajaran Alquran Hadis adalah Bentuk penilaian sikap. 2) Skala Penilaian Ranah Afektif Mata Pelajaran Alquran adalah Skala Guttmann. 3) Teknik Penilaian Ranah Afektif Mata Pelajaran Alquran adalah teknik jurnal. 4) Implementasi Penilaian Ranah Afektif Mata Pelajaran Alquran tidak sepenuhnya berjalan dengan baik dan tidak semua teknik penilaian ranah afektif dapat diimplementasikan. 2) Problem Implementasi Penilaian Ranah Afektif Mata Pelajaran Alquran Hadis adalah konsep penilaian ranah afektif mata pelajaran Alquran Hadis yang tidak jelas, sulit diukur dan tidak adanya pedoman yang jelas. 3). Upaya guru dalam mengatasi problem Implementasi Penilaian Ranah Afektif Mata pelajaran Alquran Hadis pada Madrasah Tsanawiyah di Kecamatan Kapuas Timur Kabupaten Kapuas sebenarnya ada, namun upaya tersebut dirasa kurang maksimal dikarenakan bimbingan teknik penilaian ranah afektif yang diselenggarakan dianggap belum tuntas.   ABSTRAK ISWADI; Implementation of assessment of affective domain of subject of Alquran Hadis in Madrasah Tsanawiyah in Kapuas Timur distric, Kapuas regency. Under the guidance of (I) Dr. H. Ridhahani Fidzi, M.Pd. And (II) Dr. Ahmad Muradi, M.Ag. on Graduate UIN Antasari Banjarmasin, 2018 Keywords : Implementation, Assessment, Affective domain, Alquran Hadis The assessment of affective domain of subject of Alquran Hadis in Madrasah Tsanawiyah in Kapuas Timur distric, should been implemented based on curiculum 2013 but in reality most of teachers havenot implemented it yet, therefore need to do in-depth research. This main focus in this research is: 1) What is the form of assessment of the affective domain of subject of Alquran Hadis in Madrasah Tsanawiyah in Kapuas Timur distric, Kapuas regency. 2) What is the scale of assessment of the affective domain of subject of Alquran Hadis in Madrasah Tsanawiyah in Kapuas Timur distric, Kapuas regency. 3) What is the technique of assessment of the affective domain of subject of Alquran Hadis in Madrasah Tsanawiyah in Kapuas Timur distric, Kapuas regency. 4) How the Implementation of assessment of affective domain of subject of Alquran Hadis in Madrasah Tsanawiyah in Kapuas Timur distric, Kapuas regency. 5) What is problem of assessment of affective domain of subject of Alquran Hadis in Madrasah Tsanawiyah in Kapuas Timur distric Kapuas regency. 6) What is the teacher’s effort in overcoming the problem of implementation assessment of affective domain of subject of Alquran Hadis in Madrasah Tsanawiyah in Kapuas Timur distric, Kapuas regency. This study used qualitative research. The subjects of the study were Head Master, Head of Administration anh Teachers of subject Alquran Hadis in Madrasah Tsanawiyah in Kapuas Timur distric, Kapuas regency. To dig the data, the data digging tool used is interview method, observation, and documentary method. Data analysis is this research is done through data reduction, data presentation, conclusion and verification. Based on the data collected this study found that in Madrasah Tsanawiyah in Kapuas Timur distric, Kapuas regency 1) The form of assessment of the affective domain of subject of Alquran Hadis was attitude assessment. 2) The scale of assessment of the affective domain of subject of Alquran Hadis was Guttmann scale. 3) The technique of assessment of the affective domain of subject of Alquran Hadis was Journal technique. 4) The Implementation of assessment of affective domain of subject of Alquran was not fully running well, and not all technique of assessment of affective domain could to implemented. 5) The problem of assessment of affective domain of subject of Alquran was concept of assessment of affective domain is not clear, difficult to measured, and there are no clear guideniles. 6) Teacher’s efort in overcoming the problem of implementation of assessment of affective domain of subject of Alquran is in fact to exist, but the eforting was felt less than the maksimum, because the guidance of assessment affective was doing has not been completed.

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