Analisis Prinsip dan Tahapan Perumusan Indikator Pencapaian Kompetensi (IPK) dalam Pembelajaran SKI

Abstract

This study aims to analyze the principles and stages of formulating Competency Achievement Indicators in Islamic Cultural History (IS) learning in madrasas. IPK plays an important role as an observable and measurable marker of Basic Competencies (KD). This study uses a qualitative approach with a literature study method. Data were obtained from books, journals, and relevant curriculum documents, then analyzed using content analysis techniques. The results of the study indicate that IPK must be formulated specifically, measurably, relevantly, observably, achievably, and contextually. IPK formulation is carried out through the stages of KD analysis, competency domain determination, operational verb selection, indicator development, validation, and revision. In practice, IPK serves as a reference for preparing learning objectives, material development, and the basis for assessment. However, obstacles are still found such as the low cognitive level of IPK prepared by teachers and limited understanding of Bloom's taxonomy. This study recommends strengthening teacher competencies through training and providing validated IPK examples. The results of this study are expected to improve the quality of planning and implementation of IPK learning in madrasas.