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All Journal ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Jurnal Intelek Insan Cendikia
Siti Nazwa
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Religion Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Analisis Materi Adab Dalam Pembelajaran Akidah Akhlak Pada Fase D, E, dan F Abdullah Abdullah; Fitrizal Fitrizal; May Syarah; Siti Nazwa; Azmi Abdul Aziz
Jurnal Intelek Insan Cendikia Vol. 3 No. 05 (2026): MEI 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Artikel ini bertujuan untuk menganalisis materi adab dalam pembelajaran Akidah Akhlak pada Fase D, E, dan F dalam Kurikulum Merdeka. Kajian ini dilatarbelakangi oleh pentingnya elemen adab sebagai fondasi pembentukan karakter Islami yang mengintegrasikan aspek akidah dan akhlak secara utuh. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kepustakaan (library research), melalui analisis dokumen kurikulum, capaian pembelajaran, buku ajar, serta literatur ilmiah yang relevan. Teknik analisis data dilakukan dengan analisis isi dan komparatif untuk melihat kesinambungan dan perkembangan materi adab pada setiap fase. Hasil penelitian menunjukkan bahwa materi adab disusun secara sistematis, bertahap, dan berkelanjutan sesuai dengan perkembangan kognitif, sosial, dan spiritual peserta didik. Pada Fase D, materi adab berfokus pada pembiasaan dan praktik langsung dalam ibadah, seperti adab shalat, zikir, berdoa, dan membaca Al-Qur’an. Pada Fase E, pembelajaran menekankan pemahaman dalil serta penghayatan hikmah, khususnya dalam berbakti kepada orang tua dan menghormati guru. Sementara itu, pada Fase F, materi adab diarahkan pada refleksi kritis serta penerapan nilai-nilai adab dalam konteks sosial yang lebih luas. Secara keseluruhan, elemen adab berperan sebagai jembatan antara akidah dan akhlak serta memiliki fungsi strategis dalam membentuk karakter peserta didik yang religius, berakhlak mulia, dan berkelanjutan
Challenges of Implementing Assessment in Islamic Education (PAI) Learning in Madrasah Ibtidaiyah: Policy and Practice Analysis Siti Nazwa; Alghina Latieva; Husnul Sabila; Fithratunnisa Fithratunnisa; Ali Iskandar Zulkarnain
ARZUSIN Vol 6 No 4 (2026): AGUSTUS
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v6i4.10390

Abstract

Assessment in Islamic Education at the elementary madrasah level requires a holistic approach that captures not only students’ cognitive achievement but also their affective and psychomotor development. This study analyzes the challenges of assessing Islamic Education (Pendidikan Agama Islam/PAI) learning at Madrasah Ibtidaiyah and proposes practical strategies to strengthen holistic evaluation. A qualitative descriptive design based on library research was employed, using secondary data from journal articles, books, and policy documents. Data were collected through document review and analyzed through evidence synthesis and triangulation across sources to examine assessment practices in the cognitive, affective, and psychomotor domains. The findings indicate a persistent imbalance in PAI assessment, with teachers tending to prioritize cognitive and written assessments because they are easier to administer, while affective and psychomotor dimensions remain under-assessed despite their central role in shaping students’ religious character. The main barriers include limited teacher competence in authentic assessment, insufficient practical instruments and rubrics, limited time for sustained observation, heavy administrative workloads, variable institutional support, cultural resistance, and gaps in policy guidance. The study recommends sustained practice-oriented teacher training and mentoring, the development of simple and context-sensitive affective and psychomotor rubrics, the use of portfolio-based assessment models, timetable adjustments to support routine observation, and low-cost technology such as mobile applications and video portfolios to streamline documentation. Policy support is also needed through exemplar instruments, quality-oriented monitoring, and implementation incentives. This study contributes to Islamic education assessment discourse by emphasizing that valid and meaningful PAI evaluation must reflect students’ moral and spiritual development as well as academic learning.
Co-Authors Abdullah Abdullah Alghina Latieva Ali Iskandar Zulkarnain Azmi Abdul Aziz Fithratunnisa Fithratunnisa Fitrizal Fitrizal Husnul Sabila May Syarah