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All Journal Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora
Sekar Ayu Aryani
Universitas Islam Negeri Sunan Kalijaga
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Reconstructing Assessment in Islamic Religious Education: A Multicultural Framework for Diversity Awareness and Social Cohesion Nurul Latifatul Inayati; Musa Asy'arie; Sekar Ayu Aryani; Muthoifin Muthoifin
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.487

Abstract

Current assessment practices in Islamic Religious Education (IRE) remain largely dominated by cognitive and textual measures, limiting their capacity to evaluate students’ attitudes, behaviours, and social engagement in multicultural contexts. This study aims to analyse the limitations of conventional IRE assessment and reconstruct a multicultural-based evaluation framework that promotes diversity awareness and social cohesion. Using a Systematic Literature Review (SLR) guided by the PRISMA protocol, this study examined 51 Scopus-indexed articles published between 2020 and 2025. The findings reveal that conventional assessment models tend to be superficial because they emphasise conceptual understanding while neglecting affective, behavioural, and social dimensions. The review also shows that adaptive multicultural learning strategies, including contextual, dialogic, collaborative, and authentic approaches, are more effective in cultivating tolerance and inclusive attitudes. This study proposes a reconstructed CIPP-based assessment framework encompassing Context, Input, Process, and Product evaluation. The framework contributes to IRE evaluation theory by shifting assessment from academic measurement toward transformative evaluation of value internalisation, inclusive practice, and social harmony.  
STRATEGI GURU PAI DALAM MENANAMKAN MODERASI BERAGAMA MELALUI PEMBELAJARAN DIGITAL MULTIKULTURAL DI SEKOLAH DASAR Bambang Sismedi Saputro; Musa Asy’arie; Sekar Ayu Aryani; Muthoifin
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 3 (2026): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/6gz3s962

Abstract

This study aims to analyze the strategies of Islamic Religious Education (PAI) teachers in instilling the value of religious moderation (wasathiyyah) through multicultural digital learning in elementary schools. The theoretical framework integrates Albert Bandura's Social Learning Theory in the digital ecosystem and the Culturally Responsive Teaching (CRT) approach. The literature review shows a research gap where previous studies discussed religious moderation, digital transformation, and multicultural education partially at the basic education level. The research method used Systematic Literature Review (SLR). Initial identification through the Scopus database netted 55,032 articles, which were filtered using the PRISMA Flowchart to produce 27 reputable final articles (2024-2026) to be analyzed using content analysis. The results show that the integration of digital learning acts as a digital enabler of abstract religious concepts, while the multicultural approach provides an inclusive sociological context for learners. The implications of the research emphasize that the success of instilling tolerance in elementary children depends on the synergy of teachers' Technological Pedagogical Content Knowledge (TPACK) competencies and material sensitivity to diversity. The scientific novelty of this research succeeded in formulating a new instructional model syntax: the Multicultural Digital Values Internalization (MDVI) Model through five operational stages (5D), namely Digital Stimulus, Diverse Dialogue, Digital Modeling, Deep Reflection, and Deeds Doing which is adaptive to the psychological development of elementary school students.
Co-Authors Bambang Sismedi Saputro Musa Asy'arie Musa Asy’arie Muthoifin Muthoifin Nurul Latifatul Inayati