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All Journal Al-Muaddib : Jurnal Kajian Ilmu Kependidikan PREMIERE : Journal of Islamic Elementary Education Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam Jurnal Bilqolam Pendidikan Islam Al Hikmah : Jurnal Studi Keislaman JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA PAEDAGOGIE
Isnawati Nur Afifah Latif
Institut Agama Islam Nahdlatul Ulama Tuban
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Kesiapan Guru PAI dalam Evaluasi Pembelajaran Berbasis Cinta Isnawati Nur Afifah Latif; Rifa‘Afuwah; Muslimin Muslimin; Abdulloh Safiq; Rr. Kusuma Dwi Nur Ma'rifati
JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA Vol. 4 No. 3 (2026): Juli: Jurnal Ilmiah Pendidikan Kebudayaan dan Agama
Publisher : CV. ALIM'SPUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/jipa.v4i3.1975

Abstract

This study describes the readiness of Islamic Education teachers to implement love-based assessment in madrasahs in East Java. The study used a descriptive quantitative survey involving 24 Islamic Education teachers from three madrasahs selected through purposive sampling based on level, location, and institutional status. Data were collected using a 40-item Likert questionnaire covering pedagogical assessment competence, conceptual understanding of love-based assessment, affective readiness, and assessment instrument availability. The instrument showed strong reliability with a Cronbach's Alpha value of 0.87, and the data were analyzed using percentages, means, and readiness categories. The findings show that teachers' overall readiness reached 68.7 percent, which falls into the moderately ready category. Urban public madrasahs obtained higher readiness scores than a rural private madrasah, while the availability of affective and spiritual assessment instruments became the weakest dimension. These results imply that love-based assessment in Islamic Education needs systematic professional development, contextual assessment instruments, and stronger institutional support so that cognitive, affective, social, and spiritual learning outcomes can be evaluated more humanely.
Co-Authors Abdul Khamid Nasimul Askhia Abdulloh Safiq Lathifatun Nisa Mila Nur Aviah Moh Mundzir Muslimin Muslimin Nurlaili Dina Hafni Rifa‘Afuwah Rr. Kusuma Dwi Nur Ma'rifati Siti Nurjanah Tomy Afandi Warosatun Ni'mah