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All Journal PEDAGOGIK : JURNAL PENDIDIKAN EduReligia : Jurnal Pendidikan Agama Islam
Nasikhin Nasikhin
Universitas Islam Negeri Walisongo Semarang, Central Java
Education Social Sciences

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AUTHENTIC ASSESSMENT IN HOLISTIC LEARNING: ITS IMPLICATIONS FOR STRENGTHENING THE PANCA JIWA CHARACTER IN ISLAMIC BOARDING SCHOOLS Dwi Istiyani; Mustopa Mustopa; Nasikhin Nasikhin; Zulaikhah Zulaikhah; Agus Sutiyono
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 1 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i1.14017

Abstract

This study analyzes the implementation of authentic assessment in holistic learning and its impact on strengthening five student characters in a semi-modern Islamic boarding school. Using a qualitative case study at Pabelan Islamic Boarding School in Magelang, data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results show that authentic assessment not only assesses learning outcomes but also the process of character formation through the integration of cognitive, affective, and psychomotor aspects. Its implementation is carried out through project-based, performance-based, and portfolio-based assessments integrated into the students' daily activities. This approach has been proven to strengthen the main character values of sincerity, simplicity, independence, Islamic brotherhood, and freedom through reflective, participatory, and contextual learning. In addition, social interactions within the Islamic boarding school environment also strengthen the internalization of values on an ongoing basis. However, challenges exist in the form of limited teacher competency, administrative burdens, and student-to-student ratios. Therefore, ongoing training and strengthening of the evaluation system are needed to optimize the implementation of authentic assessment in holistic character education.
RESPONSIVE EVALUATION OF INCLUSIVE ISLAMIC RELIGIOUS EDUCATION FOR CHILDREN WITH DISABILITIES IN SPECIAL SCHOOLS Karnadi Karnadi; Dwi Istiyani; Nasikhin Nasikhin; Waliyadin Waliyadin
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.13906

Abstract

This study aims to analyze how religious education for children with disabilities is implemented in Islamic educational institutions to support students' spiritual development, using Stake's Responsive Evaluation Model. Despite the global expansion of inclusive education, religious learning for students with disabilities remains underdeveloped, particularly in terms of adaptive pedagogy and contextual learning approaches. Existing practices often rely on generic teaching models that do not adequately address diverse learning needs, thus limiting students' engagement and spiritual development. The study employed a qualitative case study approach utilizing in-depth interviews, participant observation, and document analysis. Data were analyzed using an interactive model and interpreted through a Responsive Evaluation framework that focuses on antecedents, transactions, and outcomes. Findings revealed that an integrative model of inclusive religious education emerged through the alignment of accessible learning environments and adaptive pedagogy. Adaptive pedagogical interactions served as a mediating mechanism, enhancing student engagement and understanding through simplified language, repetition, and multisensory strategies. Students' spiritual development was primarily fostered through experiential and contextual learning, which enabled the internalization of meaningful religious values. The research findings advance inclusive Islamic education by proposing a comprehensive framework that integrates environmental, pedagogical, and experiential dimensions
THE SYNTHESIS OF SUFISM AND SOCIAL-EMOTIONAL LEARNING (SEL): STRENGTHENING STUDENT LEADERSHIP RESILIENCE IN MARGINALIZED MADRASAHS Nur Khoiri; Mashudi Mashudi; Nasikhin Nasikhin
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 3 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i3.11908

Abstract

This study aims to analyze the management of holistic Islamic education in the context of structural poverty by integrating Sufism, mindfulness, and Social Emotional Learning (SEL) to strengthen students’ mental leadership resilience. The research uses a qualitative approach with a case study design and data analysis based on the Miles and Huberman model. The findings reveal that economic inequality has a multidimensional impact, hindering not only economic and social access but also affecting the mental health and educational quality of madrasah students. Despite living in fertile, resource-rich areas, many farmers still live in structural poverty, affecting their younger generations. Madrasah responds to this situation by developing mental resilience-based learning that integrates the values of Sufism, mindfulness, positive psychology, and SEL. However, these efforts are limited by the lack of professionals, inadequate infrastructure, and negative stigma from the community towards mental health issues. The implications of this study provide a basis for developing more holistic and context-specific educational policies and psychosocial interventions, particularly in disadvantaged areas. Additionally, this study offers key recommendations for collaboration among the government, educational institutions, and the community to build support systems that enhance students’ emotional and mental resilience, breaking the cycle of poverty and inequality sustainably.
Co-Authors Agus Sutiyono Dwi Istiyani Karnadi Karnadi Mashudi Mashudi Mustopa Mustopa Nur Khoiri Waliyadin Waliyadin Zulaikhah Zulaikhah