<![CDATA[ENGLISH:Research problem: Current evaluation practices in Islamic Religious Education (PAI) remain predominantly dominated by written examinations centered on cognitive recall, creating a critical gap in assessing students' internalization of values, moral character development (akhlaq), and authentic practical implementation ('amal). Objective: This study aims to formulate a conceptual framework for holistic evaluation in PAI instructional design through an integrative synthesis of Ralph Tyler’s evaluation model, Benjamin Bloom’s Taxonomy, and Grant Wiggins’ backward design. Method: This qualitative study utilized a Qualitative Content Analysis (QCA) design. Data sources comprised primary literature by Ralph Tyler, Benjamin Bloom alongside Anderson and Krathwohl, and Grant Wiggins alongside McTighe, supplemented by secondary literature from reputable scholarly journals. Data analysis was performed across four systematic stages: preparation, coding, categorization, and interpretive synthesis, supported by theoretical triangulation. Main Findings: The study established a three-layer holistic evaluation model: structural alignment connecting objectives, instructional processes, and assessment (Tyler); multidimensional assessment instrumentation harmonizing cognitive, affective, and psychomotor domains with the dimensions of 'ilm (knowledge), akhlaq (character), and 'amal (practice) (Bloom); and an authentic contextual assessment orientation (Wiggins). Original Contribution: This research bridges the fragmentation among modern educational assessment theories by systematically integrating the frameworks of Tyler, Bloom, and Wiggins into a unified model that is originally aligned with the spiritual essence of Islamic education. International Significance: These findings provide a global reference for curriculum developers across nations to integrate modern curriculum frameworks with spiritual values-based education, while transforming the evaluation paradigm from assessment of learning into assessment for and as learning. INDONESIAN:Masalah Penelitian: Praktik evaluasi Pendidikan Agama Islam (PAI) saat ini masih didominasi tes tertulis berbasis hafalan kognitif, sehingga menimbulkan kesenjangan dalam mengukur internalisasi nilai, pembentukan karakter moral (akhlaq), serta pengamalan nyata ('amal) peserta didik. Tujuan: Studi ini bertujuan merumuskan kerangka konseptual evaluasi holistik dalam desain pembelajaran PAI melalui sintesis integratif teori Ralph Tyler, Taksonomi Benjamin Bloom, dan backward design Grant Wiggins. Metode: Penelitian kualitatif ini menerapkan desain Qualitative Content Analysis (QCA). Sumber data mencakup literatur primer karya Ralph Tyler, Benjamin Bloom bersama Anderson dan Krathwohl, serta Grant Wiggins bersama McTighe, ditambah literatur sekunder dari jurnal ilmiah bereputasi. Analisis data dijalankan melalui empat tahapan sistematis: preparasi, pengodean, kategorisasi, dan interpretasi sintesis dengan triangulasi teoritis. Hasil Temuan: Kajian ini menghasilkan model evaluasi holistik tiga lapis: keselarasan struktural tujuan-proses-evaluasi (Tyler), instrumentasi asesmen multidimensional yang menyelaraskan domain kognitif, afektif, dan psikomotorik dengan nilai 'ilm, akhlaq, dan 'amal (Bloom), serta orientasi asesmen autentik kontekstual (Wiggins). Kontribusi Orisinal: Penelitian ini menjembatani keterpisahan teori asesmen modern dengan memadukan pemikiran Tyler, Bloom, dan Wiggins ke dalam satu kerangka kerja utuh yang secara orisinal diselaraskan dengan hakikat spiritual pendidikan Islam. Signifikansi Internasional: Temuan ini menyediakan rujukan global bagi perancang kurikulum lintas negara untuk menyatukan kurikulum modern dengan pendidikan berbasis nilai spiritual, sekaligus mentransformasi paradigma evaluasi dari assessment of learning menjadi assessment for dan as learning.]]>
