<![CDATA[One of the essential elements in Islamic education is learning evaluation, which serves to assess students’ overall development in cognitive, affective, and spiritual aspects. From an Islamic point of view, evaluation is not merely regarded as a process of measuring students’ academic performance but also as a tool for cultivating morality and assessing the continuity of the learning process. Using a literature review approach based on classical tafsir works, this study aims to examine the concept of learning evaluation derived from the Qur’an and Hadith, particularly through the values of hisāb (accountability), muhāsabah (self-evaluation), honesty, responsibility, and sincerity of intention, In the Islamic perspective, evaluation is continuous and encompasses not only the assessment of outcomes but also the evaluation of students’ integrity, behaviour, and learning processes, as demonstrated through the analysis of the literature. The Qur’anic concept of trials and divine observation indicates that every human action is monitored and recorded. Consequently, educators in Islamic education are expected to implement assessments that are fair, unbiased, and holistic, The Hadith of the Prophet highlights the significance of intention and moral accountability, providing a spiritual dimension that distinguishes Islamic educational assessment from secular perspectives. The findings of this study reveal that learning evaluation grounded in Qur’anic values has the potential to enhance students’ character, strengthen their self-awareness, and foster intrinsic motivation toward learning. Therefore, educators should incorporate spiritual and ethical principles into assessment instruments to ensure that the learning process becomes more meaningful, holistic, and aligned with the moral goals of Islamic education.]]>
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