English Self-Assessment Based on Pluralism in Preventing Radicalism

  • Santi Andriyani Universitas Nahdlatul Ulama Jepara, Indonesia
  • Hayu Diah Yulistianti Universitas Nahdlatul Ulama Jepara, Indonesia
  • Nusrotus Saidah Universitas Nahdlatul Ulama Jepara, Indonesia
Keywords: English Self-Assessment, Preventing Radicalism, Self-Assessment

Abstract

The practice of radicalism in Indonesia has increased among all age groups, including young generation. They were mostly affected by radicalism and extremism. The aim of this study was to find out the implementation of English Self-Assessment Based on Pluralism in Preventing Youth Radicalism. This study used a descriptive analysis method. The instrument of this study was the students’ self-assessment worksheet focused on pluralism materials. The result showed that the implementation of English self-assessment through the values ​​of pluralism can improve the students’ understanding by using the technique of reading comprehension. And the religious understanding of the students was good criteria

Keywords: English Self-Assessment, Preventing Radicalism, Self-Assessment

References

Baleghizadeh, S., & Masoun, A. (2014). The Effect Of Self-Assessment On EFL Learners’ Goal Orientation. Iranian Journal Of Applied Linguistics, 17(1), 25-48. Google Scholar

Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551–575. https://doi.org/10.1080/0969594X.2018.1441807

Brown, K. E., & Saeed, T. (2015). Radicalization and counter-radicalization at British universities: Muslim encounters and alternatives. Ethnic and Racial Studies, 38(11), 1952–1968. https://doi.org/10.1080/01419870.2014.911343

Dalman. 2013. Keterampilan Membaca. Jakarta: PT Rajagrafindo Persada. Google Scholar

Darmawati H, & Abdullah, T. (2016). Respon Siswa Madrasah Aliayah Terhadap Radikalisme Di Makasar. Sulesana, 10(1), 19–48. Google Scholar

Davydov, D. G. (2015). The Causes of Youth Extremism and Ways to Prevent It in the Educational Environment. Russian Social Science Review, 56(5), 51–64. https://doi.org/10.1080/10611428.2015.1115295

Devi. (August 13, 2019). The Result Interviewed, Students of Senior High School 1 Jepara.

Dupeyrat, C., Escribe, C., Huet, N., & Régner, I. (2011). Positive biases in self-assessment of mathematics competence, achievement goals, and mathematics performance. International Journal of Educational Research, 50(4), 241–250. https://doi.org/10.1016/j.ijer.2011.08.005

Genç Ilter, B. (2017). Language Teacher Candidates’ Self-Assessment Process for Teaching to Young Learners in EFL Classes. International Journal of Languages’ Education, 1(Volume 5 Issue 4), 165–173. https://doi.org/10.18298/ijlet.2184

Hairudin, Dkk. 2008. Pembelajaran Bahasa Indonesia. Jakarta: Direktorat. Jendral Pendidikan Tinggi Departemen Pendidikan Nasional. Google Scholar

Hidayati, A., Bentri, A., & Rahmi, U. (2017). Analyzing the Issues in the Implementation of Authentic Assessment in the 2013 Curriculum. Al-Ta lim Journal, 24(1), 53. http://dx.doi.org/10.15548/jt.v24i1.256

Hogg, M. A., Meehan, C., & Farquharson, J. (2010). The solace of radicalism: Self-uncertainty and group identification in the face of threat. Journal of Experimental Social Psychology, 46(6), 1061–1066.

https://doi.org/10.1016/j.jesp.2010.05.005

Home Office. (2011). CONTEST: The United Kingdom’s strategy for countering terrorism. Google Scholar

Home Office. (2015). Counter terrorism and security act 2015. Google Scholar

Ismail, I., Rahman, N. M. N. A., Hamid, M., & Idris, F. (2012). Assessing employee affective commitment as a mediator on the relationship between risk assessment and effective enterprise risk management (ERM). J Bus Pol Res, 7(3), 60-77. Google Scholar

Kunandar. (2012). Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi Guru. Jakarta: PT Rajawali Press. Google Schoolar

Loeb, S., Dynarski, S., McFarland, D., Morris, P., Reardon, S., & Reber, S. (2017). Descriptive Analysis in Education: A Guide for Researchers. NCEE 2017-4023. National Center for Education Evaluation and Regional Assistance. Google Schoolar

Looney, A., Cumming, J., van Der Kleij, F., & Harris, K. (2018). Reconceptualising the role of teachers as assessors: teacher assessment identity. Assessment in Education: Principles, Policy & Practice, 25(5), 442–467. https://doi.org/10.1080/0969594X.2016.1268090

Mubarak, M. Z., Zulkifli, Z., & Halimatussa’diyah, I. (2018). kebijakan deradikalisasi di perguruan tinggi: studi tentang efektifitas kebijakan perguruan tinggi dalam mencegah perkembangan paham keagamaan radikal di kalangan mahasiswa (studi kasus ui, ugm dan uin maulana malik ibrahim malang). Istiqro, 16(01), 1–28. Google Scholar

Mulyadi. (2017). Peran Pemuda Dalam Mencegah Paham Radikalisme. In Seminar Nasional 20 Prgram Pascasarjana Universitas PGRI Palembang (Pp. 249–255). Palembang. Google Scholar

Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. European Journal of General Practice, 24(1), 9–18.

https://doi.org/10.1080/13814788.2017.1375091

Panadero, E., Garcia, D., & Fraile, J. (2018). Self-Assessment for Learning in Vocational Education and Training. Dalam S. McGrath, M. Mulder, J. Papier, & R. Suart (Ed.), Handbook of Vocational Education and Training (hlm. 1–12). https://doi.org/10.1007/978-3-319-49789-1_85-1

Parker, D., Pearce, J. M., Lindekilde, L., & Rogers, M. B. (2019). Challenges for Effective Counterterrorism Communication: Practitioner Insights and Policy Implications for Preventing Radicalization, Disrupting Attack Planning, and Mitigating Terrorist Attacks. Studies in Conflict & Terrorism, 42(3), 264–291.

https://doi.org/10.1080/1057610X.2017.1373427

Rahayu, R. A., Riyadi, A. R., & Hartati, T. (2018) Keterampilan Membaca Pemahaman Dengan Metode Pq4r (Preview, Question, Read, Reflect, Recite, Review) Siswa Sekolah Dasar Kelas Tinggi. Jurnal Pendidikan Guru Sekolah Dasar, 3(2), 46-56. Google Scholar

Rohmah, S. N., Srijono, D., Srijono, D., & Hum, M. (2018). The Students’ Perception On Self-Assessment In English Language Subject At The Eighth Grade Of Junior High School 01 Tawangmangu (Doctoral Dissertation, Universitas Muhammadiyah Surakarta). Google Scholar

Ruli. (August 15, 2019). The Result Interviewed, Students of Senior High School 1 Jepara.

Sabri, M., Retnawati, H., & Fitriatunisyah. (2019). The implementation of authentic assessment in mathematics learning. Journal of Physics: Conference Series, 1200, 012006. https://doi.org/10.1088/1742-6596/1200/1/012006

Saliman, A. R., & Agustian, R. A. (2017). Menguatkan Nasionalisme Baru Generasi Muda yang Berkarakter (Upaya Mengembangkan Model Pencegahan Radikalisme yan Terorisme di Kampus. Law Research Review Quarterly, 3(1), 129–134. https://doi.org/10.15294/snh.v3i1.20928

Schmidt, C. A., Patterson, M. A., Ellis, A. M., & Nauta, H. L. (2017). Religious and Spiritual Assessment: A Standardized Patient Curriculum Intervention. Clinical Simulation in Nursing, 13(7), 314–320. https://doi.org/10.1016/j.ecns.2017.05.007

Shofiyah, H. (2013). Penerapan Self Assesment (Penilaian Diri) Pada Kegiatan Praktikum Untuk Meningkatkan Hasil Belajar Siswa Kelas X Sman 1 Sidayu. Inovasi Pendidikan Fisika, 2(3). Google Scholar

Sjøen, M. M., & Jore, S. H. (2019). Preventing ext remism through education: exploring impacts and implications of counter-radicalisation efforts. Journal of Beliefs & Values, 40(3), 269–283.

https://doi.org/10.1080/13617672.2019.1600134

Sumarno, Alim. (2011). Penilaian Diri (Self Assesment) Dalam Pendidikan Berkarakter. Accessed on July, 21st, 2019 from Http://Elearning.Unesa.Ac.Id/Myblog/Alim-Sumarno/Penilaian-Diri-Self-Assessment-Dalam-Pendidikan-Karakter?Q. Google Scholar

Tahir, M. (2015). Wacana Fikih Kebangsaan dalam Penanggulangan dan Pencegahan Radikalisme di Lingkungan Kampus di NTB. ., 49(2), 298–314. https://doi.org/10.14421/asy-syir'ah.2015.%x

Taylor, L., & Soni, A. (2017). Preventing radicalisation: a systematic review of literature considering the lived experiences of the UK’s Prevent strategy in educational settings. Pastoral Care in Education. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/02643944.2017.1358296

Tracey, D. H. (2017). Understanding the Reading Process: One Path to Strengthening Classroom Instruction. Education and Urban Society, 49(9), 814–831. https://doi.org/10.1177/0013124516659526

Vandenbroucke, L., Spilt, J., Verschueren, K., Piccinin, C., & Baeyens, D. (2018). The classroom as a developmental context for cognitive development: A meta-analysis on the importance of teacher–student interactions for children’s executive functions. Review of Educational Research, 88(1), 125–164. https://doi.org/10.3102/0034654317743200

Vika. (August 16, 2019). The Result Interviewed, Students of Senior High School 1 Jepara.

Harris, L. R., Brown, G. T. L., & Harnett, J. A. (2014). Analysis of New Zealand primary and secondary student peer- and self-assessment comments: applying Hattie and Timperley’s feedback model. Assessment in Education: Principles, Policy & Practice. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/0969594X.2014.976541

Published
2019-12-26