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Atthulab: Islamic Religion Teaching and Learning Journal
Published by Universitas Islam Negeri Sunan Gunung Djati Bandung
ISSN : 25035282     EISSN : 25030971     DOI : -
Core Subject : Religion, Education,
Religion Education
Atthulab: Islamic Religion Teaching and Learning Journal merupakan Jurnal Pendidikan Agama Islam Fakultas Tarbiyah dan Keguruan UIN Sunan Gunung Djati Bandung yang bertujuan untuk mewadahi para dosen, para peneliti dan pendidik Agama Islam di sekolah/madrasah dalam mempublikasikan hasil penelitian mereka di bidang pembelajaran PAI.
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Articles 201 Documents
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Exploring Cognitive Domain Assessment Practices in Islamic Religious Education Learning at The Elementary School Level Risa Melinda Septiani; Saepul Anwar; Ganjar Eka Subakti
Jurnal al-Thullab Vol 11 No 1 (2026): INPRESS-Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v11i1.54421

Abstract

While cognitive assessment is crucial, elementary Islamic Religious Education (IRE) faces a specific pedagogical crisis: a severe disconnect between students' theoretical religious knowledge and actual moral behavior, exacerbated by curriculum overload and rigid evaluation metrics. This study analyzes the cognitive assessment ecosystem of Islamic Education learning to reveal how teachers understand, implement, strategize, and utilize assessment results in a public elementary school in Bandung. Employing a qualitative instrumental case study, five IRE teachers were purposively selected ensuring variation in teaching experience and grade levels to capture the full spectrum of cognitive developmental phases and guarantee data representativeness. Data were gathered via interviews, observations, and document analysis. Moving beyond the extensively researched finding that assessments stagnate at lower cognitive levels, this study reveals a novel epistemological dynamic: teachers pragmatically navigate the misalignment between heavy curriculum demands and students' cognitive readiness by implicitly merging cognitive evaluations with affective mechanisms and behavioral tracking. Resolving this crisis requires a transformative policy shift. Policymakers must systematically redesign the IRE assessment framework into an integrative-authentic model that formally bridges cognitive achievement with character actualization, empowering teachers as adaptive pedagogical designers.

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