DIGITAL LITERACY AS A FOUNDATION FOR RELIGIOUS MODERATION LEARNING AT SALATIGA'S AL-HIJRAH TINGKIR ISLAMIC BOARDING SCHOOL

The current millennial generation, includes santri, who have digital literacy skills, but unfortunately it has not been matched by ability to use digital media to obtain information and self development. The purpose of the research was to determine the extent to which students’ digital literacy skills, how to use digital literacy as a basis for religious moderation learning, and the obstacles faced during the training on the use of digital literacy at the Al-Hijrah Islamic Boarding School Tingkir Salatiga. This research is a qualitative and participatory action research. Data collection techniques used are participant observation, interviews, and documentation. The data analysis technique uses Mile and Hubermen in the form of reduction, presentation, and conclusions. The research procedure includes planning, implementation, observation, and reflection. The result of the studi show that digital literacy can be used as a basis for learning religious moderation. The students at the Al-Hijrah Islamic Boarding School can get digital content in the form of religious moderation material from website, social media, and others. The students also take advantage of digital literacy to create religious moderation content.

Exploring the Current Classroom Assessment Practices of Early Childhood Education Teachers in Public and Private Schools of Hunza, Gilgit Baltistan: A Study from Teachers Perspectives

This study sought to explore the current classroom assessment practices of early childhood education (ECE) teachers in the public and private schools of Hunza-Gilgit-Baltistan. A total of 125 ECE teachers responded to the cross sectional survey questionnaire, 28 from public, and 97 from private with the use of cluster-convenient sampling in three regions of Hunza. The pertinent themes covered in this include purpose of using current classroom assessment, the methods\approaches used in ECE classrooms, and the alignment of assessment with National Curriculum for Early Childhood Education 2007. The tool was adapted from a study conducted in New Zealand and was further modified in this study to meet the contextual relevancy. Document analysis was also carried out along with the questionnaire. SPSS-20 was used to analyze data by computing the percentages, mean scores, and pair sample t-test for comparison between perceptions of ECE teachers of public and private school systems. The results were tabulated additionally by using MS-EXCEL. The finding of the study reveal that for the sample ECE teachers, the purpose of doing the assessment was to know children’s strength and weaknesses, to know the levels of children’s learning, and to modify/adjust teaching. However, they were less likely to consider providing information to parents about their children as a purpose of doing an assessment. The sample teachers used a variety of assessment methods, including samples of children’s work, Checklists, and observations to assess children. The least popular method among ECE teachers for assessing children in the classroom was worksheets and paper pencil test. The Significant differences between teachers from the private and public sector were found on the level of confidence in assessing children. Teachers from the private sector felt more confident in assessing children’s day-to-day learning, providing feedback to parents, and getting information from parents as compared to teachers from the public sector. However, the results of the document analysis show that the most frequent used assessment methods were tests, worksheets, report card and samples of children’s work, while observations and portfolios were less frequent. It is recommended that a qualitative research aspect can be added to obtain in-depth insights to the current assessment practices through observations and detailed interviews with the teachers. Furthermore, a training assessment should be provided to ECE teachers to learn the skills of linking assessment, planning and teaching together, using daily routines to gather observational data on children’s achievement/needs and matching the purpose of