<![CDATA[Affective assessment plays an important role in character development among students in Madrasah Ibtidaiyah, particularly in fostering social and spiritual attitudes. However, its implementation continues to face various challenges in educational practice. This study aims to explore teachers’ experiences in designing, implementing, and reflecting on affective assessment of students’ social and spiritual attitudes. A qualitative approach with a phenomenological design was employed to investigate teachers’ lived experiences as practitioners of educational evaluation. Participants were Madrasah Ibtidaiyah classroom teachers selected purposively based on their teaching experience and involvement in attitude assessment. Data were collected through in-depth interviews, participant observation, and documentation, and were analyzed using phenomenological procedures. The findings indicate that teachers perceive affective assessment as an integral component of character education. Nevertheless, its implementation remains largely dependent on subjective observation and is constrained by limited time and administrative workload. Social attitudes are relatively easier to assess because they are externally observable, whereas spiritual attitudes are more difficult to evaluate due to their internal and contextual nature. The study concludes that affective assessment requires strengthened pedagogical competence and the development of more authentic, systematic, and sustainable assessment instruments to capture students’ value internalization more comprehensively.]]>
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