<![CDATA[This study aims to analyse the evaluation imbalance between cognitive and affective domains in Islamic Religious Education (PAI) learning and formulate evaluation strategies based on Pancasila values to support the formation of students' religious and nationalist characters. Using a qualitative approach based on literature study and critical analysis of educational evaluation theory and practice, this study evaluates the synergy between PAI and Pancasila values in the context of learning and assessment. The results showed that: (1) PAI evaluation so far is still dominated by the cognitive domain and tends to ignore affective aspects, thus risking to hinder the internalisation of Pancasila values in learners' characters; (2) there is a strong conceptual alignment between Islamic teachings and Pancasila values, which demands the integration of both in learning evaluation instruments; (3) affective assessment has proven to be important in shaping nationalist and religious characters, but its implementation is still limited due to lack of policy support and teacher competence; and (4) the development of evaluation instruments based on Pancasila values, such as portfolios and reflective assessments, is an innovative solution that requires strengthening teacher capacity and adequate technical guidelines so that it can be implemented effectively and sustainably. This study recommends a transformation of the PAI evaluation paradigm towards a more holistic, integrative, and character-orientated approach in accordance with the noble values of Pancasila. ABSTRAKPenelitian ini bertujuan untuk menganalisis ketimpangan evaluasi antara ranah kognitif dan afektif dalam pembelajaran Pendidikan Agama Islam (PAI) serta merumuskan strategi evaluasi berbasis nilai Pancasila guna mendukung pembentukan karakter religius dan nasionalis peserta didik. Dengan menggunakan pendekatan kualitatif berbasis studi pustaka dan analisis kritis terhadap teori serta praktik evaluasi pendidikan, penelitian ini mengevaluasi sinergi antara PAI dan nilai-nilai Pancasila dalam konteks pembelajaran dan penilaian. Hasil penelitian menunjukkan bahwa: (1) evaluasi PAI selama ini masih didominasi oleh ranah kognitif dan cenderung mengabaikan aspek afektif, sehingga berisiko menghambat internalisasi nilai-nilai Pancasila dalam karakter peserta didik; (2) terdapat keselarasan konseptual yang kuat antara ajaran Islam dan nilai-nilai Pancasila, yang menuntut integrasi keduanya dalam instrumen evaluasi pembelajaran; (3) penilaian afektif terbukti penting dalam membentuk karakter nasionalis dan religius, namun implementasinya masih terbatas karena kurangnya dukungan kebijakan dan kompetensi guru; dan (4) pengembangan instrumen evaluasi berbasis nilai Pancasila, seperti portofolio dan penilaian reflektif, menjadi solusi inovatif yang memerlukan penguatan kapasitas guru serta pedoman teknis yang memadai agar dapat dilaksanakan secara efektif dan berkelanjutan. Penelitian ini merekomendasikan transformasi paradigma evaluasi PAI menuju pendekatan yang lebih holistik, integratif, dan berorientasi pada pembentukan karakter sesuai dengan nilai-nilai luhur Pancasila.]]>
Copyrights © 2025
