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All Journal Tadrib: Jurnal Pendidikan Agama Islam Edukasi Islami: Jurnal Pendidikan Islam JUSPI (Jurnal Sejarah Peradaban Islam) EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal PAI Raden Fatah Jurnal Isema : Islamic Educational Management Muaddib: Islamic Education Journal Journal of Indonesian Islamic Studies
Baldi Anggara
Universitas Islam Negeri Raden Fatah Palembang
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Mechanical Engineering Social Sciences Other

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Design of Assessment and Evaluation of Islamic Religious Education (PAI) Learning Latifatuz Zahra; Lathifah Lathifah; Abu Mansur; Baldi Anggara
PAI RAFAH Vol 8 No 2 (2026): Jurnal PAI Raden Fatah
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/pair.v8i2.35176

Abstract

The aim of this research is to discuss the design of comprehensive assessment and evaluation for Islamic Religious Education (PAI) learning that is relevant to modern education. This research employed a qualitative approach with a library research approach, encompassing various scientific literature sources and Quranic interpretations. The results indicate that assessment and evaluation in PAI learning play a strategic role in measuring learning achievement while simultaneously shaping the religious character of students. However, practice in the field still tends to focus on the cognitive aspect through written tests, which does not reflect a holistic assessment. Therefore, it is necessary to design an assessment that covers the cognitive, affective, and psychomotor domains equally. Furthermore, PAI evaluation must be grounded in philosophical, psychological, and religious aspects that emphasize the harmony between knowledge and action. Assessment principles such as objectivity, fairness, comprehensiveness, and continuity are also important foundations for its implementation. The types of assessment used include diagnostic, formative, summative, and authentic assessments that complement each other. Thus, appropriate assessment and evaluation design can improve the quality of PAI learning and produce students who excel intellectually, spiritually, and socially.
Talent Mapping in Fun English for Differentiated Learning at Islamic Schools Tiara Nadilah; Saipul Annur; Baldi Anggara
Jurnal Isema : Islamic Educational Management Vol. 11 No. 1 (2026): Jurnal Islamic Educational Management
Publisher : Laboratorium Jurusan S1 Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/isema.v11i1.54918

Abstract

This study examines how structured talent mapping can support the implementation of differentiated English learning through Fun English activities at the elementary school level. Although Fun English programs are widely used to create engaging learning environments, their implementation is often conducted uniformly and does not fully consider students’ diverse talents and learning characteristics. This study aims to identify teachers’ strategies in recognizing students’ potential talents through Fun English activities and to analyze how such identification contributes to improving the quality of English learning. The study employed a qualitative approach with a case study design conducted in an Islamic elementary school. Data were collected through classroom observations, in-depth interviews with the school principal and English teacher, and analysis of instructional documents. The findings reveal that talent identification is generally carried out informally and is not systematically documented, resulting in relatively homogeneous learning activities. Consequently, students’ participation and confidence in using English develop unevenly. These findings highlight the importance of integrating structured talent mapping to promote more differentiated, inclusive, and student-centered English learning in Islamic elementary education.
The Tradition of Kenduri as a Means of Islamic Educational Values in Malay Society Farah Nur Fadhilah; Nyayu Soraya; Baldi Anggara
JUSPI (Jurnal Sejarah Peradaban Islam) Vol 9, No 2 (2026)
Publisher : Universitas Islam Negeri Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/juspi.v9i2.27525

Abstract

The Malay Society is an ethnic group with a strong identity in language, and cultural values formed by a long history of social, religious, and civilizational interactions, especially in the Malay Peninsula. The kenduri tradition as one of the cultural practices in Malay society is not a ceremonial ritual but plays a strategic role in pedagogical or educational matters as a means of character formation that takes place not only through formal institutions, but also through traditions and social practices of the community that instill spiritual educational values and social ethics that become the identity of the characteristics of the Malay society. This study uses a qualitative descriptive method approach (Literature review) with literature analysis and historical-cultural data searches from articles or previous studies to identify the function of the kenduri tradition in education in the life of Malay society. The results of this study indicate that the kenduri tradition contains spiritual educational and social values that function as a means of non-formal education that cannot be replaced by education through modern formal based on institutions.
An Integrative Framework for the Design and Development of Islamic Religious Education (PAI) in the Digital Era Laila Rahmi Hasanah; Mona Alyaa Sausan; Lailatul Mukjizat; Abu Mansur; Baldi Anggara
Journal of Indonesian Islamic Studies Vol. 5 No. 2 (2026): Journal of Indonesian Islamic Studies (April)
Publisher : Postgraduate Program of the State Islamic Institute of Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jiis.v5i2.10330

Abstract

This study aims to analyze the nature, scope, and development of Islamic Religious Education (PAI) learning design in the digital era. The study employs a qualitative library research method with a descriptive-analytical approach by examining relevant literature on instructional design, Islamic education, and digital learning. The findings reveal that PAI learning design is a systematic and integrative process that connects learning objectives, materials, strategies, media, and evaluation while emphasizing the integration of cognitive, affective, and psychomotor domains. The study also finds that the development of PAI learning is a continuous process grounded in both technological advancement and Islamic principles, particularly the concept of self-evaluation (muhasabah) as reflected in Qur’anic teachings. In addition, the scope of PAI learning design includes student analysis, objective formulation, material selection, strategy and method determination, media utilization, and comprehensive evaluation. The study further clarifies the conceptual distinctions among instructional design, models, strategies, and methods, which are often used interchangeably in educational practice. The novelty of this study lies in its integrative conceptual framework that combines instructional design theory, digital transformation, and Islamic educational values. This study contributes to the development of more adaptive, value-oriented, and meaningful PAI learning in the digital era.
Co-Authors Abdullah Idi Abu Mansur Arif Sarifudin Badaruddin, KMS Bagus Pamungkas Ermis Suryana Farah Nur Fadhilah Farhil Huda Fitri Oviyanti Husnah Lutfiah Laila Rahmi Hasanah Lailatul Mukjizat Lathifah Lathifah Latifatuz Zahra Mardiana Mardiana Mona Alyaa Sausan Muhamad Akip Muhamad Fauzi Muhammad Fajri Muhammad Isnaini Nyayu Soraya Popi Septasari Sabarudin Saipul Annur Syahid Alviansyah Tiara Nadilah Uswatun Hasanah Winda Sulistyarini