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All Journal Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat
Niswatin Abdul Cholik
Universitas Islam Negeri Syekh Nurjati Cirebon
Education Public Health Social Sciences

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Evaluation of Islamic Religious Education in the Kurikulum Merdeka: Teacher Challenges and Student Perceptions of Authentic Assessment Niswatin Abdul Cholik; Iis Arifudin; Dedi Purnomo; Amir Yusuf; Kartini Kartini; Fadilatul Janah
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.v5i1.259

Abstract

This study aims to analyze the challenges faced by teachers in implementing authentic assessment of Islamic Religious Education (PAI) learning under the Merdeka Curriculum, as well as to describe students' perceptions of the ongoing evaluation process. The study employed a descriptive qualitative approach using open-ended questionnaire instruments involving 12 PAI educators from elementary, junior high, and senior high school levels, along with 43 students from SMP Al-Qur'an Terpadu Yanbu'ul Qur'an 1 Pati and SMAN 12 Depok. The findings reveal that teachers face four primary challenges: (1) difficulty in assessing the affective domain, particularly spiritual and social attitudes that are abstract in nature and prone to subjectivity; (2) high administrative burden in developing rubrics and portfolios; (3) rapid curriculum regulatory changes that have resulted in uneven teacher adaptation; and (4) limited time and supporting resources. From the students' perspective, practice-based and digital platform assessments such as Quizizz and Kahoot are preferred over conventional written tests, as they are considered more engaging and less burdensome. This study recommends simplifying assessment instruments, integrating digital technology, and strengthening teacher training through professional learning communities to achieve PAI evaluation that is authentic, equitable, and oriented toward students' character development.
Analysis of Instructional Design Model Classifications in Islamic Religious Education: A Comparative Study of Classroom-Oriented, Product-Oriented, and System-Oriented Models Niswatin Abdul Cholik; Ibnu Rusydi; Irma Nurmalasari; Faridatuz Zahro
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Action Research and Community Development
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.252

Abstract

This study aims to analyze the classification of instructional design models according to Gustafson and Branch (2002) namely Classroom-Oriented, Product-Oriented, and System-Oriented and their relevance to the Islamic Religious Education (PAI) curriculum in Indonesia, particularly the Merdeka Curriculum. The method used is library research with content analysis and comparative analysis applied to 15 systematically selected scientific literature sources. The results indicate that the three models have different advantages and limitations in the PAI context: the Classroom-Oriented model is most suitable for daily PAI learning at the elementary and junior high school level; the Product-Oriented model is relevant for developing PAI teaching modules and media that support differentiated learning; while the System-Oriented model is appropriate for institutional-scale PAI curriculum development in madrasah and modern Islamic boarding schools. This study contributes an analytical framework for PAI educators and curriculum developers to select the most suitable design model for their educational needs and context.
Evaluation of Islamic Religious Education in the Kurikulum Merdeka: Teacher Challenges and Student Perceptions of Authentic Assessment Niswatin Abdul Cholik; Iis Arifudin; Dedi Purnomo; Amir Yusuf; Kartini Kartini; Fadilatul Janah
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Action Research and Community Development
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.259

Abstract

This study aims to analyze the challenges faced by teachers in implementing authentic assessment of Islamic Religious Education (PAI) learning under the Merdeka Curriculum, as well as to describe students' perceptions of the ongoing evaluation process. The study employed a descriptive qualitative approach using open-ended questionnaire instruments involving 12 PAI educators from elementary, junior high, and senior high school levels, along with 43 students from SMP Al-Qur'an Terpadu Yanbu'ul Qur'an 1 Pati and SMAN 12 Depok. The findings reveal that teachers face four primary challenges: (1) difficulty in assessing the affective domain, particularly spiritual and social attitudes that are abstract in nature and prone to subjectivity; (2) high administrative burden in developing rubrics and portfolios; (3) rapid curriculum regulatory changes that have resulted in uneven teacher adaptation; and (4) limited time and supporting resources. From the students' perspective, practice-based and digital platform assessments such as Quizizz and Kahoot are preferred over conventional written tests, as they are considered more engaging and less burdensome. This study recommends simplifying assessment instruments, integrating digital technology, and strengthening teacher training through professional learning communities to achieve PAI evaluation that is authentic, equitable, and oriented toward students' character development.
Reconstruction of the High School Islamic Religious Education (PAI) Curriculum: Integrating the Kurikulum Merdeka and Pesantren Approaches Based on Teacher and Student Perceptions Niswatin Abdul Cholik; Mahbub Nuryadien; Faridatuz Zahro; Iman Zaelani
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Action Research and Community Development
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.280

Abstract

PAI in senior high schools faces a structural gap between Merdeka Curriculum’s flexibility and pesantren’s depth in character formation. Using a mixed-method design, data were collected from 17 PAI teachers and 36 SMA students across West Java via structured questionnaires. This study aims to: (1) analyze teachers’ perceptions of Merdeka Curriculum implementation; (2) examine students’ perceptions of PAI in relation to pesantren values; (3) conduct a comparative analysis of both curricula; and (4) formulate a reconstructed PAI curriculum model integrating both approaches. Findings show that: (1) teachers hold strong conceptual understanding of Merdeka Curriculum (mean 4.41-4.53/5.00) yet struggle to translate it into spiritually meaningful practice; (2) students express consistent dissatisfaction with rote memorization cited by 14 of 36 respondents and desire interactive, value-enriched learning; (3) both curricula are seen as complementary, with pesantren excelling in character formation and Merdeka Curriculum in learner autonomy; and (4) the ideal PAI curriculum must integrate active-reflective methods (halaqah, muhasabah) within P5, structured ibadah habituation, authentic behavioral assessment, and teachers as spiritual mentors unifying knowing, doing, and being.
Co-Authors Amir Yusuf Dedi Purnomo Fadilatul Janah Faridatuz Zahro Faridatuz Zahro Ibnu Rusydi Iis Arifudin Iman Zaelani Irma Nurmalasari Kartini Kartini Mahbub Nuryadien