PENILAIAN RANAH KOGNITIF PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SMK NEGERI 1 MANDAU

Abstract

 This study uses a qualitative method with a descriptive approach. Descriptive research is intended to describe a situation or phenomena as they are. In this study the researchers did not manipulate or provide certain treatments to the research object, all activities or events went as they were. Participants in this research were 5 teachers of Islamic Religious Education at SMK Negeri 1 Mandau.

This study aims to determine the implementation of the teacher's cognitive assessment of the supporting factors and inhibiting factors for the teacher in carrying out the assessment of the cognitive domain in learning Islamic Religious Education at SMK Negeri 1 Mandau. To obtain the data required data collection techniques in the form of observation, interviews, and documentation.

The results of this study show that the implementation of the cognitive domain assessment of Islamic Religious Education teachers at SMK Negeri 1 is in accordance with the basic concept of a face-to-face learning system that is limited to learning using only 50% of students in one class, students who are in the school environment use masks and seats between students one with another distance.

Likewise, the implementation of cognitive assessment at SMK Negeri 1 Mandau is in accordance with the concept where the teacher makes questions based on Bloom's taxonomy levels, and starts from low, medium and high questions. The forms of questions used by Islamic Religious Education teachers at SMK Negeri 1 Mandau are multiple choice, essay, short description, and question and answer.

Implementation of cognitive assessment does not affect the time in learning, this is because cognitive assessment is very effective, easy and can be carried out simultaneously during the learning process. Thus, cognitive assessment is very important in learning in order to see how far students can understand the material they have understood.

In implementing Islamic Religious Education learning, the supporting factors for Islamic Religious Education Teachers in conducting assessments are a) Students have a passion for learning, b) Availability of book and internet facilities. And in implementing Islamic Religious Education learning, the inhibiting factor for Islamic Religious Education Teachers in conducting assessments is time constraints