<![CDATA[This study aims to analyze the design of Islamic Religious Education (PAI) learning evaluation based on Global Citizenship Education (GCED) in strengthening students’ inclusive attitudes in inclusive schools. The study is motivated by the dominance of cognitive-oriented evaluation practices in PAI learning, which have not optimally assessed students’ tolerance, empathy, and respect for diversity. This research employed a qualitative approach with a case study design to gain an in-depth understanding of GCED-based learning evaluation practices within educational contexts. Data were collected through semi-structured interviews, participatory observation, and documentation involving PAI teachers, students, and school administrators selected through purposive sampling techniques. Data validity was ensured through source triangulation, method triangulation, and member checking, while data analysis employed the interactive model of Miles, Huberman, and Saldaña. The findings reveal that GCED-based PAI evaluation was implemented through authentic assessment practices such as attitude observation, collaborative projects, reflective journals, and group discussions aimed at strengthening tolerance, empathy, and respect for diversity. The study also found that learning evaluation plays a significant role in fostering an inclusive and democratic school culture, although its implementation still faces challenges related to limited attitude assessment instruments and teachers’ competencies in affective evaluation. This study contributes to the development of GCED-based PAI evaluation concepts and provides practical implications for developing more humanistic and contextual learning evaluation practices.]]>
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