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All Journal Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat
Kartini Kartini
Program Studi Pendidikan Jarak Jauh Megister Pendidikan Agama Islam Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Education Public Health Social Sciences

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Transforming Islamic Religious Education Learning Assessment: Integrating HOTS, Authentic Assessment, and the Kurikulum Merdeka Kartini Kartini; Tarusdi Tarusdi; Mahbub Nuryadien
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.217

Abstract

This study aims to analyze and reconstruct an evaluation model for Islamic Religious Education (PAI) by integrating Higher-Order Thinking Skills (HOTS), authentic assessment, and the Kurikulum Merdeka (Independent Curriculum) policy. The primary issue currently facing PAI evaluation is the dominance of test-based cognitive assessment, which has not fully fostered meaningful, learner-centered learning. This study employs a qualitative approach utilizing a literature review method, examining recent scholarly journals regarding PAI evaluation, HOTS, and innovative assessment models. The findings indicate that integrating HOTS, authentic assessment, and the Kurikulum Merdeka approach can yield an evaluation model that is more holistic, contextual, and oriented toward developing 21st-century competencies. The reconstructed evaluation model encompasses performance assessments, projects, portfolios, and self-reflection, all of which encourage active student engagement. This study contributes by offering a transformative PAI evaluation framework that is relevant to the needs of modern education.
Revitalizing Islamic Religious Education (PAI) Learning in the Digital Era: Designing Interactive, Collaborative, and Inclusive Distance Learning Kartini Kartini; Iman Zaelani; M. Kholil
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.218

Abstract

Digital transformation in education has driven a paradigm shift in Islamic Religious Education (PAI) instruction, particularly regarding the implementation of Distance Learning (PJJ). The evolution of digital learning platforms necessitates instructional designs that go beyond mere knowledge transfer to foster interaction, collaboration, and inclusivity within the learning process. While prior research indicates that digital platforms can enhance learning effectiveness, challenges persist—specifically the digital divide, low technological literacy, and students' limited self-regulated learning skills. This article aims to analyze the revitalization of PAI instruction in the digital era through interactive, collaborative, and inclusive distance learning designs. A library research method was employed, utilizing a descriptive-analytical approach to examine national and international literature on digital learning and distance education. The findings indicate that revitalizing PAI instruction requires integrating digital technology, strengthening teachers' digital literacy, implementing collaborative learning strategies, and creating instructional designs that adapt to student diversity. The article’s novelty lies in the development of a PAI distance learning framework that simultaneously integrates interactivity, collaboration, inclusivity, and the reinforcement of Islamic values ​​within the context of educational digital transformation. Such innovative distance learning designs offer a solution for enhancing the quality of PAI instruction, ensuring it remains relevant to 21st-century educational needs.
Co-Authors Iman Zaelani M. Kholil Mahbub Nuryadien Tarusdi Tarusdi