<![CDATA[The implementation of Decree of the Minister of Religious Affairs (KMA) Number 1503 of 2025 emphasizes character-oriented, active learning in madrasahs. However, evaluation in early primary grades often relies on rigid testing that neglects young learners' developmental needs. This study investigates the emergence of normative competencies through Assessment as Learning (AaL), implemented through self-assessment and peer assessment, among first-grade Madrasah Ibtidaiyah (MI) students during Arabic language instruction. Employing a qualitative phenomenological design, data were collected through classroom observations involving one Arabic teacher and 25 first-grade students, as well as semi-structured interviews with one teacher and three students in the topic Baitī (My House). Data analysis followed an interactive model consisting of data condensation, display, and conclusion drawing. The findings reveal that normative competencies had begun to emerge among first-grade students, including collaboration, communication, independence, critical reasoning, responsibility, and adherence to classroom norms. Self-assessment enabled students to recognize learning outcomes and respond to corrective feedback, while peer assessment provided opportunities for peer support and active participation in assessment activities. Rather than serving as objective grading tools, self- and peer-assessment functioned as reflective learning experiences that encouraged self-awareness, engagement, and responsibility when supported by teacher scaffolding and simplified rubrics. This study highlights the novelty of integrating child-friendly formative assessment into early-grade Arabic language learning to support holistic character development. Practically, educators may adopt scaffolded and participatory assessment models to facilitate meaningful student involvement during the transition to formal schooling.]]>
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