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All Journal TOFEDU: The Future of Education Journal Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Remiswal Remiswal
Universitas Islam Negeri Imam Bonjol
Education Languange, Linguistic, Communication & Media Mathematics Other

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Criterion-Referenced and Norm-Referenced Assessment: An Analysis of Score Processing Techniques in Islamic Religious Education Ikhwan Al Hafiz; Remiswal Remiswal; Khadijah Khadijah
Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 2 (2026): : May: Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/fcbqwt88

Abstract

This study examines the conceptual foundations of Criterion-Referenced Assessment (CRA) and Norm-Referenced Assessment (NRA), with particular emphasis on their score-processing techniques and pedagogical relevance in Islamic Religious Education (IRE). A qualitative, non-empirical approach employing library research was adopted by systematically reviewing scholarly books, peer-reviewed journal articles, and relevant educational policy documents. The collected literature was analyzed through qualitative content analysis and comparative conceptual analysis to identify the characteristics, differences, pedagogical functions, and implications of both assessment approaches. The findings reveal that CRA evaluates students' achievement against predetermined competency standards, enabling objective interpretation of learning outcomes and supporting mastery learning through competency-based assessment. In contrast, NRA interprets achievement relative to group performance, making it more appropriate for ranking, classification, and selection purposes than for measuring competency attainment. The analysis further demonstrates that CRA is more compatible with the objectives of Islamic Religious Education because it facilitates comprehensive assessment across cognitive, affective, and psychomotor domains while supporting individualized feedback and competency development. Although NRA remains useful in specific educational contexts, its role in routine classroom assessment is complementary rather than primary. The study contributes to contemporary pedagogy by proposing an integrated conceptual perspective linking assessment paradigms, score-processing techniques, and competency-based evaluation in Islamic Religious Education.
The Implementation of Islamic Religious Education Learning Evaluation at SMPN 1 Bukit Sundi: A Study of Assessment Planning, Implementation, and Follow-Up Sherli Dwi Andri Saputri; Hafidz Ardi; Remiswal Remiswal; Khadijah Khadijah
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.2094

Abstract

This study aims to examine the implementation of Islamic Religious Education (PAI) learning evaluation at SMPN 1 Bukit Sundi, Solok Regency, West Sumatra, covering aspects of lesson planning, evaluation implementation, and follow-up actions on assessment results. The study employs a descriptive qualitative approach through in-depth interviews with an experienced PAI teacher. The findings reveal that: (1) the PAI teacher has developed teaching modules based on the Merdeka Curriculum by analyzing Learning Outcomes (CP) and Learning Trajectory (ATP); (2) evaluation encompasses three domains, namely knowledge, skills, and attitudes, with average student learning outcomes ranging from 75–80 and a mastery rate of 80–85%; (3) follow-up actions through remedial and enrichment programs have been systematically implemented; (4) several challenges persist in PAI learning, including low Quranic reading ability and the influence of technology on student motivation. This study concludes that the implementation of PAI evaluation at SMPN 1 Bukit Sundi is generally running well but still requires improvements in facility provision, methodological innovation, and synergy among school, teachers, and parents.
Co-Authors Hafidz Ardi Ikhwan Al Hafiz Khadijah Khadijah Sherli Dwi Andri Saputri