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All Journal Jurnal Dimensi Pendidikan dan Pembelajaran FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman Islamic Management: Jurnal Manajemen Pendidikan Islam Ta'dibuna: Jurnal Pendidikan Islam Jurnal Penelitian IPTEKS TARLIM : JURNAL PENDIDIKAN AGAMA ISLAM Imtiyaz : Jurnal Ilmu Keislaman Jurnal Pendidikan Jurnal Pengabdian Masyarakat IPTEKS Humanism : Jurnal Pengabdian Masyarakat DedikasiMU: Journal of Community Service At-Tasharruf : Jurnal Kajian Ekonomi dan Bisnis Syariah Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Jurnal Penelitian Ilmu Sosial dan Eksakta Al-Khidmah Jurnal Pengabdian Masyarakat Jurnal Mahasiswa Pendidikan JMP Jurnal Pendidikan Islam Mujtama': Jurnal Pengabdian Masyarakat National Multidisciplinary Sciences Cendikia: Jurnal Pendidikan dan Pengajaran FATAWA: Jurnal Pendidikan Agama Islam Jurnal Parenting dan Anak MUNAQOSYAH : Jurnal Ilmu Pendidikan dan Pembelajaran IPSSJ Joong-Ki Darul Ulum: Jurnal Ilmiah Keagamaan, Pendidikan dan Kemasyarakatan Al-Hayat: Journal of Islamic Education
Tamami, Badrut
Universitas Muhammadiyah Jember
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Developments and Challenges in Islamic Education Assessment under the GCSE Framework: A Systematic Review Tamami, Badrut; Maulidi, Achmad; Maimunah, Siti; Kusaeri, Kusaeri; Zakfikam, Suparto
FITRAH: Jurnal Kajian Ilmu-ilmu Keislaman Vol 11, No 2 (2025)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/fitrah.v11i2.15635

Abstract

Assessment in Islamic Religious Education (PAI) at the secondary level, particularly within the General Certificate of Secondary Education (GCSE) framework, is essential for evaluating students’ mastery of spiritual, cognitive, and affective competencies. This study systematically reviews assessment practices in Islamic education under the GCSE context, drawing on the Systematic Literature Review (SLR) method guided by PRISMA protocols. The review highlights the range of conceptual approaches employed, including argumentation-based assessments, value-oriented frameworks, and the integration of character education. Findings reveal several challenges, such as aligning assessment methods with both national standards and faith-based objectives, ensuring cultural and technological relevance, and addressing limitations in teacher preparedness. At the same time, developments in digital platforms and innovative assessment strategies present opportunities to strengthen validity and inclusivity. The study concludes by offering recommendations for advancing Islamic education assessment in the GCSE framework, particularly through the integration of technology, teacher training, and policy support, thereby contributing to more holistic and contextually grounded evaluation practices.
Co-Authors ., Rusdiyanto Abd. Rohman Fahruddin Achmad Maulidi Agus Setiawan , Bahar Baghar Agus Setiawan Chotib, Moch. Damayanti, Ervinna Dzarna, Dzarna Farok Afero Fuadani, M. Mulya Zamzam Prasasti Hardiansyah, Ahmad Iko Iksan, Iksan Izza Farohna Bella Khoirun Niam Kholifah Nur Rohman Ariyanto Kusaeri Kusaeri Layinatul Isriyah, Vina Malyuna, Sita Isna Mannan, Abd Masdar Hilmy Miftahul Hasanah Mijianti, Yerry Mijianti, Yerry - Moh Sutomo, Moh Muhith, Abd. Mundir Mundir, Mundir Nursyamsiyah, Siti Putra, Dhian Wahana Qonita Khoirunnisa Ramlan, Siti Rosilawati Rizky Choirul Ihsan , Muhammad Rizky Maulana Aziz Rohmah, Intan Muthi'atur Rusdiyanto Rusdiyanto, Rusdiyanto Setiawan, Bahar Agus Siti Maimunah Siti Nursyamsiyah Sofyan Rofi Subhan Adi Santoso Suparto Suparto Syaifudin, Mokhamad Tamara Adi Handayani Tri Endang Jatmikowati Yerry Mijianti Zakfikam, Suparto