Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal TOFEDU: The Future of Education Journal
Diantoro Diantoro
Universitas Islam Negeri Raden Mas Said Surakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Integration of Test and Non-Test Assessment in Islamic Education toward Holistic Evaluation for Sustainable Learning Diantoro Diantoro; Aji Joko Budi Pramono
The Future of Education Journal Vol 5 No 2 (2026): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1873

Abstract

Islamic Religious Education (PAI) carries a sacred mission to develop students’ cognitive, affective, and psychomotor aspects in a balanced manner. However, in practice, learning evaluation in PAI remains dominated by test-based assessments that primarily measure the cognitive domain. This study is grounded in the increasing urgency to understand how the imbalance of evaluation instruments hinders the internalization of comprehensive Islamic character values (kaffah). This article aims to analyze the theological-pedagogical urgency, implementation mechanisms, and sociological-technical challenges of integrating test and non-test assessments in PAI in order to achieve holistic evaluation and sustainable learning. The study employed a Systematic Literature Review (SLR) method by adapting the PRISMA protocol to literature published between 2023 and 2025. Data were reduced and synthesized from various reputable journals. Of the 58 initial articles identified through scientific databases such as Google Scholar, Garuda, and Scopus, 15 final articles met the strict inclusion criteria for analysis. The findings indicate that the integration of test instruments (written and oral examinations) and non-test instruments (observation, self-assessment, and worship portfolios) simultaneously is capable of capturing both students’ theoretical and practical piety. This evaluation arrangement contributes directly to the long-term internalization of Islamic values. Although challenges remain, including teacher subjectivity, the halo effect, and administrative burdens, the digitalization of assessment instruments through application-based systems and the development of measurable and observable behavioral rubrics have emerged as strategic solutions to ensure evaluation objectivity in the modern era.
Multicultural Islamic Education: Reconstructing the Curriculum and Implementation Strategies in the Era of Digital Polarization Diantoro Diantoro; Rustam Ibrahim
The Future of Education Journal Vol 5 No 2 (2026): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Multicultural Islamic education represents an educational paradigm that integrates the normative values of Islam with the essential recognition of cultural, ethnic, and social diversity within society (Zulkarnain et al., 2026; Mashuri et al., 2025). In the sociological context of Indonesia’s pluralistic society, this approach serves as a strategic instrument for fostering students’ character development toward tolerance, moderation, and inclusivity (Takunas et al., 2024; Subhi, 2022). Using a library research method combined with content analysis of recent scholarly literature (Snyder, 2019; Zed, 2014), the findings reveal that multicultural Islamic education extends beyond the mere transmission of religious doctrines; it plays a crucial role as an agent for cultivating harmonious national character (Fahri & Zainuri, 2023; Zulkarnain et al., 2026). Therefore, the effective implementation of this educational approach requires a comprehensive and systemic integration, including the reconstruction of an inclusivity-oriented curriculum, the strengthening of teachers’ pedagogical role modeling as agents of religious moderation, institutional policy support, and the creation of a school ecosystem that promotes universal humanitarian values (Mashuri et al., 2025; Takunas et al., 2024).
Co-Authors Aji Joko Budi Pramono Rustam Ibrahim