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All Journal Kartika: Jurnal Studi Keislaman
Anirwan
Dinas Pendidikan dan Kebudayaan Kabupaten Buton Utara
Religion Economics, Econometrics & Finance Education

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Evaluasi Pendidikan Agama Islam (PAI) Berbasis Digital Rahmat; Zulkifli Musthan; Abd. Kadir; Muh, Shaleh; Anirwan; Halik
Kartika: Jurnal Studi Keislaman Vol. 6 No. 3 (2026): Kartika: Jurnal Studi Keislaman (August)
Publisher : Lembaga Pendidikan Tinggi Nahdlatul Ulama (LPT NU) PCNU Kabupaten Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59240/kjsk.v6i3.1100

Abstract

Digital transformation in education requires changes in learning assessment approaches, including in Islamic Religious Education (PAI). This article aims to analyze the concepts, urgency, approaches, and implementation of digital-based PAI assessment and its implications for improving learning quality. This study employs a literature review method by examining and analyzing relevant scholarly literature on educational assessment, digital technology, and PAI learning. The findings indicate that digital-based PAI assessment not only improves the efficiency, flexibility, objectivity, and transparency of assessment but also enables continuous evaluation through the utilization of learning data and students’ learning traces. The review also reveals that the effectiveness of digital assessment remains constrained by limited infrastructure, unequal access, digital literacy gaps, and risks related to academic ethics and integrity. In the context of PAI, the use of technology must preserve spiritual, character-building, and humanistic dimensions. Therefore, a blended assessment approach offers a strategic alternative by integrating the advantages of digital technology with pedagogical interaction and the continuous cultivation of Islamic values.
Kerangka Teoritis Orisinal: Metode Perumusan Teori Inovasi Kurikulum Baru Rahmat; Moh. Yahya Obaid; Herman; Samsuri; Halik; Anirwan
Kartika: Jurnal Studi Keislaman Vol. 6 No. 3 (2026): Kartika: Jurnal Studi Keislaman (August)
Publisher : Lembaga Pendidikan Tinggi Nahdlatul Ulama (LPT NU) PCNU Kabupaten Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59240/kjsk.v6i3.1263

Abstract

Curriculum innovation at the educational unit level is often adopted reactively without a strong methodological foundation, causing reform to focus more on administrative compliance than on sustainable pedagogical transformation. This issue is particularly complex in Islamic Religious Education (PAI), which requires the ability to contextualize spiritual and moral values within students’ contemporary realities. This article aims to propose an original theoretical framework, namely the Ecological-Adaptive Curriculum Innovation Theory Formulation Method (MPEA). The study employs a conceptual Design-Based Research (DBR) approach integrated with qualitative Grounded Theory analysis. MPEA is formulated through four cyclical phases: deconstruction of constants, conceptual co-creation, prototyping through resonance testing, and organic theory formulation. The analysis indicates that MPEA has the potential to minimize structural resistance, reduce teaching burnout, and create space for teachers’ legitimate pedagogical ijtihad in developing contextualized content differentiation. This framework is expected to serve as a methodological compass for academics and policymakers in developing curriculum innovation theories that are deeply rooted in local philosophical values while remaining optimally adaptive to global change.
Co-Authors Abd. Kadir Halik Halik Herman Moh. Yahya Obaid Muh, Shaleh Rahmat Samsuri Zulkifli Musthan