<![CDATA[Assessment in Islamic education is often trapped in a dichotomy between content mastery (cognitive) and worship practices (psychomotor), while the affective dimension is frequently neglected or assessed subjectively. This study aims to formulate a holistic rubric-based assessment instrument for Al-Qur'an Hadith learning that integrates cognitive, affective, and psychomotor domains into a unified evaluation framework. The study employed a library research method with a descriptive-analytical approach. Data were collected from primary and secondary sources, including accredited scientific journals and scholarly books published between 2021 and 2025. The findings indicate that a holistic assessment rubric for Al-Qur'an Hadith learning should go beyond memorization and Tajweed tests. The proposed instrument integrates indicators of interpretation and content comprehension (cognitive), accuracy in makharijul huruf and Tajweed application (psychomotor), as well as religious attitudes, etiquette, and value internalization (affective). Therefore, assessment is directed not only toward learning outcomes but also toward character development and value formation. The study concludes that holistic rubrics provide a more comprehensive picture of students’ competencies while supporting the broader objectives of Islamic education in developing insan kamil (the complete human being). The implication of this study lies in providing a conceptual assessment framework that can guide Al-Qur'an Hadith teachers in designing more authentic, objective, and character-oriented assessment practices that align with the holistic goals of Islamic education]]>
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