Strategy for Implementing Online Learning for Islamic Religious Education Subjects in Elementary Schools
Corresponding Author(s) : Muthoifin Muthoifin
Prosiding International Conference on Sustainable Innovation (ICoSI),
Vol. 2 No. 1 (2022): Optimizing Global Benefit for Future Wellbeing
Abstract
The Covid-19 pandemic has affected education systems worldwide, leading to the widespread closure of schools, colleges, and universities. Indonesia showed unpreparedness to obtain a solution to the impasse of the instructional system during the pandemic. This study aims to develop a quality assurance model for the achievement of basic competencies in the Religious Education subject during the Covid-19 pandemic. The method used in this research was research and development. The data were collected through interviews and documentation. The data analysis of this study employed flow analysis techniques equipped with modeling strengthened by Focus Group Discussion, which presented stakeholders. The study results concluded that to ensure the quality of learning remains assured, the selected quality assurance model for the basic competency achievement in Religious Education subject was through YouTube and the WA Group. This model was done in three stages. The first was the preparation of identifying the level and weight of demands from the basic competency statement and determining quality standards. The second was the learning implementation and subject matter selection, which was controlled by the weight of basic competency. Consequently, the material on YouTube was controlled by the criteria that have two domains, namely cognitive and affective. The third was quality control conducted by giving quizzes and tests related to the material mastery according to the determined basic competency targets. This research was a research and development (R & D) because the study of this article aims to design a quality assurance model in dual-dimensional subjects, namely cognitive and affective during the Covid-19 outbreak, which has online learning characteristics.
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