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All Journal al-Afkar, Journal For Islamic Studies Al-Irsyad: Journal of Education Science
Aji Joko Budi Pramono
Universitas Islam Negeri Raden Mas Said Surakarta, Indonesia
Education Social Sciences

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Transformation of PAI Learning Assessment in the Era of Digital Artificial Intelligence: Challenges, Opportunities, and Pedagogical Implications Asa Mega Nusantara; Aji Joko Budi Pramono
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.3621

Abstract

The development of Artificial Intelligence (AI) in the era of digital transformation has prompted changes in the learning assessment system, including in Islamic Religious Education (PAI). This research aims to analyze the transformation of PAI learning assessment in the AI era, identify opportunities and challenges in its implementation, and examine its pedagogical implications on the learning process. The research uses the Systematic Literature Review (SLR) method with the PRISMA approach. Data was obtained from the databases of ERIC, Scopus, DOAJ, Garuda, and SINTA in the 2021–2025 publication range. Of the 298 articles identified, 18 articles met the inclusion criteria and were analyzed using thematic analysis. The results of the study show that the integration of AI in PAI assessment is able to increase the efficiency, objectivity, and personalization of assessments through the use of learning analytics, adaptive assessment, automated scoring, and digital learning platforms. AI also assists teachers in providing feedback more quickly and systematically. However, the implementation of AI still faces challenges in the form of low digital literacy, limited infrastructure, the risk of academic plagiarism, as well as ethical issues and the protection of student data. Therefore, the application of AI in PAI assessment needs to be directed at strengthening humanistic, ethical, and spiritual values according to the goals of Islamic education.
STRATEGI GURU DALAM MENERAPKAN PENILAIAN AUTENTIK PADA PEMBELAJARAN DI ERA DIGITAL Nabila Raessal Manda Putri; Aji Joko Budi Pramono
Al-Irsyad: Journal of Education Science Vol 5 No 1 (2026): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v5i1.859

Abstract

Transformasi digital menuntut pergeseran paradigma evaluasi hasil belajar, namun guru masih menghadapi kesenjangan kompetensi dan kendala infrastruktur dalam menerapkan asesmen yang relevan di ruang digital. Penelitian ini bertujuan untuk menganalisis strategi konkret guru dalam menerapkan penilaian autentik di era digital serta memetakan tantangan sistemik yang dihadapi. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan panduan PRISMA terhadap 16 artikel relevan dari basis data Scopus dan DOAJ dalam rentang waktu 2021–2026. Artikel dipilih berdasarkan kriteria inklusi berupa publikasi jurnal berbahasa Inggris yang membahas penilaian autentik secara eksplisit, terbit dalam lima tahun terakhir, dan tersedia dalam akses teks penuh, sementara artikel yang membahas konteks di luar pendidikan, terbit sebelum tahun 2021, atau berakses terbatas dikeluarkan dari proses penyaringan. Hasil penelitian menunjukkan dua strategi utama guru. Pertama, integrasi rubrik penilaian langsung pada Learning Management System (LMS) yang dipadukan dengan platform e-portfolio dan web-blog untuk merekam proses belajar siswa secara longitudinal. Kedua, desain tugas multi-format berbasis proyek digital, seperti pembuatan infografis interaktif, podcast edukatif, dan video penjelasan ilmiah, yang dipadukan dengan jurnal refleksi daring serta penilaian sejawat sehingga mendorong siswa memantau dan meregulasi proses belajarnya sendiri secara metakognitif. Meskipun demikian, efektivitas strategi ini dihambat oleh kesenjangan infrastruktur teknologi antarwilayah, keterbatasan kompetensi guru merancang instrumen afektif dan psikomotor, serta ancaman plagiarisme berbasis AI generatif. Penelitian ini merekomendasikan perlunya kolaborasi sistemik antara guru, sekolah, dan pemerintah untuk penguatan literasi digital pendidik secara berkelanjutan.
Co-Authors Asa Mega Nusantara Nabila Raessal Manda Putri