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All Journal Paradigma : Journal of Science, Religion and Culture Studies Tadrib: Jurnal Pendidikan Agama Islam Jurnal Pendidikan Ilmu Sosial JSPH (Jurnal Sosiologi Pendidikan Humanis) Al-Wijdan : Journal of Islamic Education Studies Jurnal Ilmiah Lingua Idea Jurnal Jendela Inovasi Daerah Jurnal Gastronomi Indonesia Jurnal Psikologi Islam Jurnal Pendidikan Agama Islam Indonesia (JPAII) Intelektual: Jurnal Pendidikan dan Studi Keislaman
Hilman Taufiq Abdillah, Hilman Taufiq
Unknown Affiliation
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mechanical Engineering Public Health Social Sciences Other

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Integrating Local and Spiritual Values in Affective Assessment: Strategies of Islamic Religious Education Teachers Rachmawaty, Silvia Siti; Anwar, Saepul; Abdillah, Hilman Taufiq
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 15 No. 3 (2025): Intelektual: Jurnal Pendidikan dan Studi Keislaman
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v15i3.8388

Abstract

Affective assessment in Islamic Religious Education (IRE) plays a strategic role in shaping students’ character holistically and contextually. However, little is known about how IRE teachers integrate local and spiritual values into assessment practices at the junior high school level. This study uses a qualitative approach with an instrumental case study involving four IRE teachers at a public junior high school in Bandung. Data were collected through semi-structured interviews, classroom observations, and document analysis. Findings show that affective assessment was implemented through adaptive strategies grounded in local cultural values such as someah (hospitality and respect) and silih asih (mutual care and compassion). These practices were reinforced by reflective and collaborative approaches, revealing contextual and sustainable dimensions of affective assessment. This study contributes to the literature by demonstrating how local and spiritual values enrich affective assessment in IRE and offers a novel perspective on contextualized character education. Practical implications include the need for standardized affective assessment instruments, continuous professional development for teachers, and integration of affective assessment into curriculum policy as a transformative pedagogical tool.
Co-Authors Abdulatif, Anwar Akhmad Aceng Kosasih, Aceng Agus Fakhruddin Al Mubarok, Zulfa Muntaha Amira, Firzana Farah Aulia, Vina Azfa Priatna, Kiki Alghifari Caria Ningsih Fadilla, Salma Nur Hyangsewu, Pandu Kusumawati Dewi, Wulan Meliana, Nisa Muhamad Syahpril Riano Muhimaturohmah, Siti Oktari, Ripa Rachmawaty, Silvia Siti Rahmawati, Wulandari Nur Aulia Ridho Setiawan, Muhamad Saepul Anwar Salsabila, Silvia Susanti, Vinita Wawan Hermawan