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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar ALSYS : Jurnal Keislaman dan Ilmu Pendidikan
Muhammad Zaki Ridho Djakfar
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Religion Social Sciences Other

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Problematika Implementasi Asesmen As, For, Of Learning dalam Pengembangan Pendidikan Agama Islam: Sebuah Kajian Konseptual Muhammad Zaki Ridho Djakfar; Dwi Ratnasari; Sari Narulita; Suhaeniah Suhaeniah
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.10901

Abstract

Although assessment in Islamic Religious Education (PAI) learning has an important role in measuring, guiding, and reflecting students’ development, PAI assessment practices still tend to be dominated by conventional tests, so formative and reflective assessment has not been optimally implemented. This article aims to analyze the concepts of assessment as learning, for learning, and of learning in the development of PAI learning through a conceptual study. This study used a literature review method by examining various relevant sources to identify key concepts, critically analyze the weaknesses and opportunities of assessment, and synthesize assessment theory with the contextual needs of Islamic education. The results of the study show that assessment of learning tends to emphasize cognitive achievement, thereby having limitations in assessing students’ affective, psychomotor, and reflective dimensions. Conversely, the integration of assessment for learning and assessment as learning has the potential to become an important strategy in building Islamic character through the processes of feedback, self-reflection, and active student involvement in learning. The conclusion of this study affirms that the ideal PAI assessment model needs to be developed holistically, variatively, and authentically so that it can support the formation of students who are knowledgeable, faithful, and morally upright. These findings contribute to strengthening studies on PAI assessment and provide practical implications for teachers in designing assessments that are oriented not only toward learning outcomes but also toward the process of character formation and students’ religious reflection.
IMPLEMENTASI ASESMEN PENDIDIKAN AGAMA ISLAM DI SDN RINGINSARI Evi Sulfaningsih; Muhammad Zaki Ridho Djakfar; Siti Sahra; Adisti Anggraini; Izzadheva Ratu Haramain; Nurhidayat; Retno Try Purnawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48613

Abstract

This study aims to analyze the implementation of assessment in Islamic Religious Education (PAI) learning at SDN Ringinsari, covering the stages of planning, implementation, processing and reporting of assessment results, as well as reflection and follow-up. The research employed a descriptive qualitative approach with the Islamic Religious Education teacher as the main informant selected through purposive sampling. Data were collected through observations, interviews, and documentation, then analyzed using the Miles and Huberman interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that the assessment process has generally been implemented in accordance with the principles of the Merdeka Curriculum. Teachers have designed assessments based on learning objectives and utilized diagnostic, formative, and summative assessments supported by digital media such as Quizizz and Kahoot. The processing and reporting of assessment results were conducted through e-Rapor and supported by Microsoft Excel as backup documentation. In addition, teachers carried out reflective practices and follow-up actions through remedial and enrichment programs. However, several challenges remain, particularly in implementing differentiated and authentic assessments for students with diverse learning needs. Therefore, optimization is still needed in developing more systematic assessment instruments, holistic reporting, and adaptive follow-up strategies to improve the quality of Islamic Religious Education learning sustainably.
Co-Authors Adisti Anggraini Dwi Ratnasari Evi Sulfaningsih Izzadheva Ratu Haramain Nurhidayat Retno Try Purnawati Sari Narulita Siti Sahra Suhaeniah Suhaeniah