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All Journal Bahrul Ilmi : Journal of Islamic Religious Education
Moh. Sahlan
Universitas Islam Negeri Kiai Haji Achmad Siddiq

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PHILOSOPHICAL AND THEOLOGICAL BASIS OF ISLAMIC RELIGIOUS EDUCATION ASSESSMENT: TOWARDS AN INTEGRATED HUMAN DEVELOPMENT PARADIGM Maskur Azka; Moh. Sahlan
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 2 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/6h7wq446

Abstract

Assessment in Islamic Religious Education (IRE) has traditionally been approached through measurement-oriented paradigms emphasizing cognitive achievement, learning outcomes, and observable competencies. Although such approaches contribute to accountability and instructional improvement, they often fail to capture the ontological, ethical, and spiritual dimensions that constitute the core purposes of Islamic education. This study aims to critically examine the philosophical and theological foundations of Islamic Religious Education assessment and to propose an integrated human development paradigm that transcends conventional assessment frameworks. Employing a systematic literature review approach, this study analyzes contemporary scholarship on educational assessment, Islamic educational philosophy, Islamic epistemology, theology, and holistic human development. The findings reveal three fundamental arguments. First, Islamic assessment is rooted in a distinctive philosophical understanding of human beings as multidimensional entities consisting of intellectual, moral, spiritual, and social dimensions. Second, theological principles, particularly tawhid, khilāfah, amanah, and ihsān, provide normative foundations for redefining assessment purposes beyond measurement toward transformation. Third, an integrated Islamic assessment framework requires the synthesis of epistemological, ethical, and spiritual dimensions to evaluate learners' comprehensive development. This study contributes a conceptual framework of Islamic Transformative Assessment that positions assessment as a process of human formation rather than merely an instrument of academic evaluation. The proposed framework provides theoretical implications for Islamic education research and practical guidance for educators seeking assessment models aligned with holistic educational objectives.  
BEYOND GRADES: TRANSFORMING EDUCATIONAL ASSESSMENT REPORTING INTO A LEARNING IMPROVEMENT SYSTEM THROUGH DIGITAL ASSESSMENT AND FEEDBACK PRACTICES Dzihni Mutawakkil; Moh. Sahlan
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 2 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/fyt9v979

Abstract

 Traditional educational assessment systems that emphasize grades often fail to provide meaningful feedback that supports continuous student learning improvement. Such summative-oriented reporting systems tend to position students as passive recipients of scores rather than active agents in ongoing learning development. In the context of digital transformation, there is an increasing need to shift assessment reporting paradigms toward more adaptive, formative, and learning-centered systems through digital assessment and feedback practices. This study aims to synthesize existing literature on the transformation of educational assessment reporting from a grades-centered approach into a learning improvement system supported by digital assessment and feedback practices, while identifying emerging models, trends, and pedagogical implications. This research employs a Systematic Literature Review (SLR) method following the stages of identification, screening, eligibility, and inclusion of relevant peer-reviewed articles from reputable academic databases. The data were analyzed thematically to categorize digital assessment practices, feedback models, and transformations in assessment reporting systems within the context of 21st-century education. The findings indicate that the shift from grades-centered reporting to a learning-centered assessment system is supported by three key elements: (1) the integration of digital technologies in formative assessment, (2) the design of feedback that is real-time, adaptive, and dialogic, and (3) the active involvement of learners in reflection and self-regulated learning processes. The study also reveals that digital assessment enhances learning transparency and improves the effectiveness of feedback in promoting academic performance improvement. This study proposes a conceptual contribution in the form of a synthesized model of assessment reporting transformation from traditional grade reporting to a Learning Improvement System (LIS) based on digital assessment and feedback practices. This model emphasizes a paradigm shift from outcome evaluation to continuous learning process improvement, while extending the literature on the integration of educational technology in learning-oriented assessment systems.
Model Evaluasi Pembelajaran PAI dalam Perspektif Kurikulum Berbasis Cinta Ahmad Faruq; Moh. Sahlan
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 2 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/vdexfc40

Abstract

Kurikulum berbasis cinta (KBC) merupakan paradigma baru pendidikan yang dikembangkan untuk membangun proses pembelajaran yang humanis, spiritual, dan berorientasi pada penguatan karakter peserta didik. Dalam pendidikan agama Islam (PAI), evaluasi pembelajaran tidak lagi hanya berfokus pada pencapaian aspek kognitif, tetapi juga pada perkembangan afektif, spiritual, dan sosial peserta didik. Penelitian ini bertujuan merumuskan model evaluasi pembelajaran PAI dalam perspektif kurikulum berbasis cinta. Metode yang digunakan adalah studi kepustakaan (Library Research) dengan pendekatan kualitatif deskriptif. Data diperoleh dari artikel ilmiah, buku, dan dokumen kebijakan yang berkaitan dengan avaluasi pembelajaran PAI, dan kurikulum berbasis cinta. Hasil penelitian menunjukkan bahwa model evaluasi pembelajaran PAI berbasis cinta harus mencakup lima dimensi utama, yaitu evaluasi cinta kepada Allah dan Rasul, cinta kepada ilmu, cinta kepada lingkungan, cinta kepada diri sendiri, dan cinta kepada sesame dan bangsa. Implementasi evaluasi dilakukan melalui asesmen autentik, observasi prilaku, portofolio, refleksi diri, proyek social, dan tes akademik. Model evaluasi ini diharapkan mampu menghasilkan evaluasi yang lebih holistic dan mendukung terwujudnya tujuan pendidikan Islam yang berorientasi pada pembentukan Insan Kamil.
Co-Authors Ahmad Faruq Dzihni Mutawakkil Maskur Azka