The Implementation of Pikolasa Model Learning with Scientific

Authentic in Junior High School

Siti Khadijah

, Diana Nomida Musnir

and Suyitno Muslim

Dept. of Educational Technology Jakarta, 13220, Jakarta State University

Dept. of Religion Education, Syarif Hidayatullah State Islamic University, 15412, Jakarta

Keywords: Learning model, scientific approach, authentic assessment, islamic religion education learning.

Abstract: Character and moral values have become the biggest problem in the life of Indonesian people. The

decadence of moral values cannot be separated from the ineffectiveness to instill moral values in the family,

school, and society on the whole. The effectiveness of a value education paradigm that takes place in the

level of formal education is still frequently controverted. This study attempts to describe Islamic Religion

Education learning that is more comprehensive, emphasizing the aspect of value with the "PIKOLASA"

model based on authentic-scientific in junior high school, which can develop students' ability to intelligently

choose the right value in accordance with the values contained in Islamic Religion Education learning, to

communicate, to act, and to adapt them into everyday life. The study uses a qualitative approach with

descriptive analysis method. Data collection techniques were carried out by interviews with teachers,

observation of the learning process in the classroom, analysis of documents related to learning tools with the

PIKOLASA model. The practice of learning Islamic Religious Education with the PIKOLASA Model

provides a paradigm for the teacher that successful learning is not only about the achievement of cognitive

aspects and skill but also more importantly in the attainment of both spiritual and social attitudes. The

PIKOLASA model challenges teachers to be more creative in developing a learning goal that emphasizes

the attitude aspect, as well as the depth and breadth of material, media, and assessments that can improve

student's ability to choose, communicate, act, and habituate the values contained in the learning of Islamic

Religion Education.

1 INTRODUCTION

Attitude and behavioral deviation that are recently

appeared in students' life have become indications

that school is not optimally building students' moral

awareness. Brawls, promiscuity, drugs, immorality,

pornography, violence against teachers are showing

the vulnerability of student's moral. Ironically, the

Religious Education in schools, that are full of life

values, should be at the forefront of internalizing

good values in students. In fact, it is more focused

on the achievement of the knowledge rather than to

implement those values into the attitudes and

behaviors of students, in accordance with learning

objectives. Kuboja and Ngussa in their research

revealed that there is a great need to balance the

assessment of student learning outcomes by putting

all domains (cognitive and affective) related to

behavioral change rather than just assessing

cognitive achievements. (Kuboja & Ngussa, 2015)

The results of preliminary research showed

several indicators of misconception in the learning

orientation of Islamic Religion Education, namely:

1) The learning orientation of Islamic Religion

Education in school is more about how to learn

religious education and not on how to build a

student's personality with it; 2) A lack of strategy

that refers to the Islamic Religion Education learning

objectives in the time of planning the learning

materials, especially in the aspect of attitude, also

often found a frequent recurrence of material; 3)

The inability of teachers to conduct deepening and

increasing material that affects the aspects of attitude

and lack of mastery of principal and key terms, so

that it is not in accordance with the spirit and context

of Islamic Religion Education learning itself; 4) no

less important is the form of assessment that is less

able to measure the achievement of learning to the

affection of students. This is the reason why learning

690

Khadijah, S., Nomida Musnir, D. and Muslim, S.

The Implementation of Pikolasa Model Learning with Scientiﬁc Authentic in Junior High School.

DOI: 10.5220/0009914706900697

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 690-697

ISBN: 978-989-758-458-9

Islamic Religion Education for some students is only

a kind of discourse and less contextual.

This research is expected to contribute in the

effort of overcoming the high complexity of

negative values that come into the students' life. The

PIKOLASA learning model is a learning approach

with an emphasis on the valuing process that helps

students achieving their skills in choosing,

communicating, practicing values consciously, and

accustoming those values in everyday life. The

PIKOLASA model is developed in a direction that

is more meaningful, technological, creative,

innovative, scientific, and authentic. This learning

model seeks to improve students' ability in exploring

and internalizing the existing positive values in their

environment and encourage students to live a noble

life based on universal values.

The formulation of this research is: How is the

application of value learning model using the

authentic-scientific based PIKOLASA model in

Islamic Religion Education subject at SMPN 87

South Jakarta?

Theoretically, it is expected that the outcomes of

this research can describe the Islamic Religion

Education learning model with a value clarification

approach. In practical terms, it is expected that this

model can be an example of a value learning model

for Islamic Religion Education subject in junior high

schools and be one of the information sources and

tools of insight enhancement relating to the value

clarification approach, also become the initial basis

for further research.

2 LITERATURE REVIEW:

PIKOLASA LEARNING

MODEL

The PIKOLASA model is an acronym for Choosing,

Communicating, Acting, and Habituating. The

development of this model refers to the value

clarification approach that emerges primarily from

humanistic psychology and the humanistic education

movement, which come from the ideas and theories

of Allport, Maslow, Rogers, and others (Huitt, 2003)

and subsequently developed in the works of Raths,

Harmin & Simon, Simon & Kirschenbaum, and

Simon, Howe & Kirschenbaum. The main focus of

the PIKOLASA model, as well as the value

clarification approach, is to help students thinking

rationally by using their emotional awareness. This

model will examine personal behavior patterns of

students, clarify and actualize the values inside of

them, because assessment is a process of self-

actualization.

A research that has been conducted by Rastegar

and Fatemi revealed that there is a significant

positive relation between self-actualization and

student creativity. Likewise, there is a significant

positive relation between self-actualization and

emotional intelligence of the students. Students who

have a high self-actualization score will be indicated

of having a high emotional intelligence. (Rastegar &

Fatemi, 2017) This approach seeks to help students

assess their own feelings and actions, encourage

awareness to identify their own values and other

people's values, help students to communicate

honestly and openly about their own values that

have been chosen consciously, help students in using

their ability to think rationally and emotionally in

assessing their own feelings, values, and behavior.

(Zuriah, n.d.) Manni, Sporre and Ottander's research

revealed that students' expressions toward values

and emotions have a positive relation of a complex

understanding of the ecological, economic and social

aspects of the continuity of human life. (Manni,

Sporre, & Ottander, 2017) Thus the PIKOLASA

model challenges teachers to be able to create values

conflict so that students are capable to find their own

values. Cavilla in his research revealed that students'

academic outcomes, motivation, and metacognition

increased when students were able to assess

themselves through student reflection. (Cavilla,

2017) This approach encourages students to get used

to express reasons in justifying a value that has been

built.

The PIKOLASA model that provides

opportunities for students to find and determine

value, that has been a foundation of their attitudes

and behavior, is closely related to constructivist

learning. Seçken and Alsan in their research found

that the implementation of constructivist learning

has a contribution to the students' understanding.

(Seçken & Alsan, 2011) The values in PIKOLASA

model emphasize more on affective aspects.

Students are required to be able to live and apply

implicit and explicit messages from the values

contained in the main subject of Islamic Religion

Education learning and students are invited to feel

the occurrence of some accident, in accordance to

the subject matter. Dakir et all research revealed that

a good level of Islamic knowledge has increased the

level of internalization of student character.

Likewise, the influence of the social environment

has a significant impact on the average level of

character internalization on students. (Dakir et al.,

2015) The method used in the PIKOLASA value

The Implementation of Pikolasa Model Learning with Scientiﬁc Authentic in Junior High School

691

model can be in the form of dialogue, writing,

discussion, portfolio, role-playing games,

simulations, contrived or real value-laden situations,

in-depth self-analysis exercises, sensitivity activities,

out-of-class activities, small group discussions,

piloting, value analysis, interviews, jurisprudence,

and value inquiry. These activities are considered

very suitable to be applied to a self-awareness

program related to the mission of students' values,

morals, attitudes, and behavior. The PIKOLASA

model encourages students to spend more time

pondering thoughts and questioning the values of

society as a whole. The research from Çubukcu

revealed that values can be included in the

curriculum and activities that support the

development of the hidden curriculum in the

learning process, in order to internalize good values

in students. (Çubukçu, 2012)

In general, there are four PIKOLASA model

processes as follows: (1) A free choice of several

alternatives with consideration of the consequences

that might follow; (2) to appreciate and to be happy

of the choice that has been taken and to affirm it in

public; (3) to act accordingly to the choice that has

been taken; (4) and to habituate it consistently and

repeatedly as a pattern of behavior in everyday life.

The four steps of the PIKOLASA model reflect the

integrity of a productive and efficient dimension of

education.

3 AUTHENTIC SCIENTIFIC IN

LEARNING PROCESS

A scientific approach is an approach that is applied

to the learning process by focusing on the use of

scientific methods in teaching and learning

activities. This is based on the essence of the

learning process which is actually a scientific

process carried out by students and teachers. This

approach is expected to make students think

scientifically, logically, critically and objectively in

accordance with the facts. In the scientific approach,

there are several steps that must be taken, namely

observing, asking, reasoning, trying, setting up

networks for all subjects.

Authentic Assessment is a measurement that has

a significant meaning towards students' learning

outcomes for the realm of attitudes, skills, and

knowledge. The term "assessment" is a synonym for

evaluation, measurement, examination, or valuation.

While the authentic term shows such synonyms like

genuine, real, valid, or reliable. Authentic

assessment is a form of the task that requires

students to show performance in the real world

meaningfully, which is the application of the essence

of knowledge and skills. The authentic assessment

also emphasizes the ability of students to

demonstrate knowledge that is real and meaningful.

Assessment activities are not just asking or tapping

knowledge, but a rather real performance of

knowledge that has been mastered so that authentic

assessment is a comprehensive assessment to assess

input, process, and output of learning.

4 AUTHENTIC ASSESSMENT

Authentic assessment aims to measure various skills

in various contexts that reflect the situation in real

life where these skills are used. For example,

students are assigned to write certain topics, which

are real to their life, and participate in the real

discussions or book reviews, write for journals,

letters, or join some editing process of a writing until

it is ready to be published. From this, we can say

that this assessment model is emphasizing on

performance measurement, "doing something", the

action that has been a practice of science that

theoretically mastered. Authentic assessment in the

implementation of the 2013 curriculum refers to the

assessment standard consisting are: 1. Assessment of

attitude competency through observation, self-

assessment, peer evaluation by students and journals

2. Assessment of knowledge through written tests,

oral tests, and assignments. 3. Assessment of skills

through performance evaluation, which is an

assessment that requires students to demonstrate a

particular competency by using practical tests,

projects, and portfolio assessments.

5 RESEARCH METHODOLOGY

This research was conducted in Islamic Religion

Education learning process at the State Junior High

School 87, South Jakarta for 5 months from the

period of April to October 2018. A qualitative

approach with descriptive analysis method is used in

this research, which prioritizes the process and

meaning/perception problems. This research aims to

reveal a variety of qualitative information with

accurate and meaningful descriptive-analyzes, while

also does not rule out the possibility of quantitative

information in numbers or amount. Data collection

techniques in this study are: 1) interviews, which

ICRI 2018 - International Conference Recent Innovation

692

were conducted with Islamic Religion Education

teachers, principals, and students; observations,

which were conducted to directly observe the

situation, atmosphere, reality that occurred in

Islamic Religion Education learning with the

PIKOLASA model in the classroom. Observations

were carried out systematically according to the

framework compiled in class VIII 5; documentation

study, which is conducted to complete data in the

form of teacher learning tools, school data, and

student report books; Data collected through

interviews, observations, and documentation study

were then analyzed qualitatively with the model

developed by Miles and Huberman, namely data

reduction, presentation, drawing conclusions, and

verification. (Matthew & Huberman, 1992)

Meanwhile, the quantitative data are collected

through interview, questionnaire, and observation.

The key instrument in this study is the researchers

themselves to facilitate the process of adaptation to

real conditions as well as possible.

6 RESULT AND DISCUSSION

Learning activities are designed to accommodate all

competency demands that have been set in

accordance with the 2013 curriculum including

spiritual, social, knowledge and skill competencies.

In this case, teachers create several types of

activities that are aimed to improve students' ability

in choosing, communicating, doing, and

accustoming values and to generate motivation and

enthusiasm of students in learning as shown at the

Table I. While The relation of Affection, Authentic

Scientific and Ability level in the PIKOLASA model

is as shown in the table 2.

Table 1: Stages of Student Experience in Learning with

the PIKOLASA Model

Type of

Activity

Description

Let’s reach!

The Goals or competencies that are

to be achieved after the learning

process. In this case, the goals of

spiritual and social attitudes become

the main emphasis in the

development of materials, methods,

media, student tasks, and

assessments, as well as the

attainment of these attitudes.

Let's focus! Ice breaking activities, that are

conducted to focus students'

attention before discussing the

material subject such as movements,

songs, listening, games, etc.

Let’s observe! Students' activities, such as

Type of

Activity

Description

observing pictures and discussing

them with friends. Teachers use the

poster comment method, video critic,

and listening with examples and non-

examples. These are done to develop

students' abilities in choosing good

values.

Let's ask! Students are given the time to ask

about the material that will be given

to them in order to reveal students'

experience according to the related

material. This is done for the sake of

delivery effectiveness for such wide

and deep learning material.

Let's read! Students follow the teacher's reading

on the verses that are in the subject

of Islamic Religious Education in

tarteel! this activity uses the drill

method. Students repeat the verses

and their meanings with friends next

to them (5 minutes-alternately).

Let’s apply! Activities such as demonstrations or

practices related to the skills set out

in the learning process of saying

gratitude, recitations, and prostration

for forgetfulness. In this case,

teachers invite students to the

mosque if it is related to prayer and

prostration.

Let's

investigate

and apply the

value!

In the form of discussion activities

related to the content of values in the

material and identification of

examples of value implementation in

the daily life.

Let's

Contemplate!

It is a reflection of the stories in the

module to build awareness of the

importance of the values contained

in the material of Islamic Religion

Education.

Let’s realize! The task for students to observe life

phenomenon, related to the discussed

values and students' assessment of

the cases around them.

Let's practice! Student activities by answering

questions to determine the level of

student absorption of the discussed

material.

Let's

memorize!

An activity that strengthens students'

memory by memorizing/recalling the

recitation that is done individually in

the classroom.

Let’s

habituate!

Student activities in habituating the

practice of values learned by

students in everyday life. In this

case, teachers give individual tasks

with the format that has been given

related to the behavior that will be

instilled in students such as sunnah

prayer, reciting the Qur'an, sujud

tilawah, literacy, social service etc.

These activities are reported

periodically to the Islamic Religion

Education teacher.

Let's create! Student's activities in creating

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693

Type of

Activity

Description

products that strengthen student’s

competencies, not only in the

classroom but also outside of it and

guarding the implementation of

student’s value in their daily lives. It

is done by creating wall magazine,

concept maps, posters containing the

wise words related to the discussed.

Table 2: Relation Of The Affection, Authentic Scientific And Ability Level In The PIKOLASA Model.

Affection

Level

Strategy/Method

Scientific

Stage

PIKOLAS

Modul Activity

Receiving Icebreaking

Apperception

Poster Comment

Listening

Video Critic

Observing Choosing

let's reach!

Let’s Focus!

Responding Brain Storming

Question and answer

Everyone is a teacher

here

Small Group

Discussion

The power of Two

Questioning Choosing Lets Observe!

Let’s ask!

Valuing Poster comment

Video critic

Problem-based

learning

Billboard rangking

Example nonexample

Observation

Peer assessment

Self-assessment

Experimenting

Exploring

Choosing

Communic

ating

Acting

Let’s meditate!

Let’s realize!

Organization Presentation

Demontration

Simulation

Project-based learning

Problem-based

learning

Self-Assessment

observation

Associating

Analyzing

Comunicating

Communc

ating

Acting

Habituatin

Let’s read!

Let’s practice!

Let’s simulate!

Let’s

demonstrate!

Let’s

memorize!

Let’s apply!

Let’s

investigate and

apply the

values!

Characterizati

Portfolio Communicatin

g verbal non

verbal

Communic

ating

Acting

Habituatin

Let’s create!

Lets habituate!

Various techniques for evaluating Islamic Religion

Education with the PIKOLASA model are as

follows:



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Table 3: Types and Authentic Assessment Techniques of Islamic Religion Education

Assessment Type Assessment Techniques

Performance assessment

checklist; anecdotal/narative records; rating scale; and

memory approach

Project Assessment observation (checklist rating scale)

Portfolio Observation (checklist rating scale)

Written assessment Short answer; essay; multiple Choice; make a match

Oral assessment Essay

Attitude Assessment Observation; Direct interview; self assessment; peer

assessment (checklist attitude scale); activity journal

Table 4: Variety of Islamic Religion Education Assessment Techniques with PIKOLSA Model

Indicator

Assessment Technique

Writing

Test

Performance

Test

Assignment

Observation

Self

Assessment

Portfolio

Essay/

Multiple

Choice

Writing

(Journal/

Report)

Home Task/

Project Task

Observation

sheet

Self

Assessment

Sheet

Document of

work,

creativity,

student

presentation

Attitude V V V

Knowledge V V

Skill V V V

Development of methods for learning with the

PIKOLASA model seen in the following table.

Table 5: Alternative Design of Islamic Religion Education Learning Methods with PIKOLASA Model

No.

PIKOLASA

Model

Dimension

Description Scientific Approach

Alternative Method

Choosing

The ability to freely choose

values from various

alternatives

Observing

Questioning

Example non example, Picture

Comment, video critic, Modelling,

Small Group Discussion dengan

Student Team Achievement

Discussion /TAI

The ability to decide on value

after analyzing various

consequential considerations

that arise as a result of choice

Assosiating/analyzing

practice and summary

Billboard Ranking, Brain storming,

Mapping concept SGD dengan

Student Team Achievement

Discussion/TAI

Ability to value consciously

chosen values (a sense of

pleasure and pride).

Communicating

Practice

Self-reflection, articulation, and

presentation

Communicating

Ability to affirm values that

are publicly chosen in a good

way

Communicating

Practice

Self-reflection, articulation,

presentation, dan project Based

Learning

Acting and

Habituating

The ability to try to realize

the chosen value in everyday

life

Experimenting and

communicating

through

Feedback and follow-

Individual / group assignments,

Project Based Learning,

Observation, Self reflection

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7 DISCUSSION

The PIKOLASA Model was developed based on

Raths, Harmin & Simon, Simon & Kirschenbaum,

and Simon, Howe & Kirschenbaum concept which

emphasized more on the process of obtaining value

than knowing the value. The model is attempting to

reduce behavioral inconsistencies caused by value

confusion with emphasizing the ability of students to

choose, communicate, do and habituate.

The model has accommodated humanist learning

with existentialism and phenomenology philosophy

which adopts a holistic approach to human existence

through investigating meaning, values, freedom,

tragedy, personal responsibility, human potential,

spirituality, and self-actualization. (Hampson &

Colman, 1995)

The PIKOLASA model tries to give a nuance of

learning that is expected to improve students' ability

to respond to situations in their environment

rationally and emotionally. because the ability to

respond to these rational and rational environments

can develop critical awareness. (Murad, 2014)

The learning model has also implemented

meaningful learning because it has implemented

Ausubel's meaningfulness requirements. Learning

that emphasizes the attitude aspect will touch a lot of

students' emotions that make what is absorbed

become meaningful. There are three virtues of

meaningful learning, namely: (a) Longer

information can be remembered,(Dahar, 1989) (b)

facilitate the next learning process for a similar

subject matter, and (c) make it easier to learn similar

things even though they have forgotten. this can be

seen in the results of a significant pretest and

posttest.

Learning activities are designed to accommodate

all competency demands set in accordance with the

2013 curriculum which includes Spiritual, social,

knowledge, and skills competencies in a balanced

manner.

8 CONCLUSION

Based on the formulation of the problem and the

purpose of the study and the discussion of the results

of the research presented in the previous chapters, it

can be concluded that: The implementation of

learning with the PIKOLASA model provides a new

paradigm for Islamic Religious Education teachers

that the success of learning is a student's competency

not only in the aspects of knowledge and skills, but

also in aspects of spiritual attitudes and social

attitudes of students.

Learning with the PIKOLASA model provides

various types of learning experiences that emphasize

Islamic Religion Education and affective aspects of

students' spiritual and social attitudes.

Learning with the PIKOLASA model provides

detailed steps in the scientific approach and

authentic assessment in accordance with the 2013

curriculum.

The PIKOLASA model challenges Islamic

Religious Education teachers to be more creative in

developing learning goals that can balance student

competency in a balanced manner, develop methods,

media, as well as types of assessment that can aim at

learning, especially in the aspect of attitude.

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