Participatory Evaluation as a Pedagogical Tool for Enhancing Student Agency in Community-Based Islamic Schools
DOI:
https://doi.org/10.15575/atthulab.v10i2.47867Keywords:
Participatory evaluation, assessment as learning, independent learning, non-formal educationAbstract
This study examines the application of a participatory evaluation model based on reflective journals and dialogic feedback in community-based non-formal education at the Qaryah Thayyibah Learning Community, Indonesia. The study employed a descriptive qualitative design through in-depth interviews, participant observation, and document analysis, with thematic data analysis. The results indicate that participatory evaluation increases metacognitive awareness, learning independence, and student responsibility for their learning process. Evaluation is understood as assessment as learning, not merely achievement control. The facilitator acts as a dialogic partner who strengthens a reflective and collaborative culture. Theoretically, these findings contextualize participatory evaluation within Islamic educational values, particularly self-reflection (muhasabah), and are relevant for community-based non-formal education.
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