Challenges of Affective Assessment of Islamic Religious Education Learning in Merdeka Curriculum
Abstract
This study aims to identify the challenges of madrasah teachers in the affective assessment of Islamic Religious Education based on the Independent Curriculum and to evaluate the understanding and abilities of teachers. This study uses a mixed explanatory method, with a quantitative method through a survey of 177 Islamic Religious Education teachers in East Kalimantan selected through simple random sampling from 378 teachers. Qualitative data were collected through interviews and observations. Quantitative analysis uses descriptive statistics (SPSS-25.0), and qualitative analysis uses the interactive model of Miles, Huberman, and Saldana. This study reveals that the main challenges in affective assessment for Islamic Religious Education (PAI) teachers based on the Independent Curriculum include: (1) teachers' lack of understanding of religious affective assessment, (2) limited ability to carry out assessments, (3) low skills in using affective assessment methods and instruments, and (4) minimal support in terms of training, resources, and time. Teachers tend to focus more on cognitive assessments, causing students' affective assessments of religiosity to be less monitored. The implications of this study emphasize the importance of improving teacher competence in understanding and assessment skills, as well as training and resource support. Future research should develop an effective assessment training model based on the Merdeka Curriculum, including practical instruments, technology support, and collaboration between schools, government, and related parties to strengthen teacher capacity.
Downloads
Download data is not yet available.
References
[1] Amaliah, I., Aspiranti, T., & Purnamasari, P. (2015). The Impact of the Values of Islamic Religiosity to Islamic Job Satisfaction in Tasikmalaya West Java, Indonesia, Industrial Centre. Procedia - Social and Behavioral Sciences, 211, 984–991. https://doi.org/10.1016/j.sbspro.2015.11.131
[2] Arifin, S., Huda, M., & Mufida, N. H. (2023). Developing Akhlak Karimah Values through Integrative Learning Model in Madrasah. Jurnal Pendidikan Islam, 9(1), 41–54. https://doi.org/10.15575/jpi.v0i0.24443
[3] Artanto, H., & Arifin, F. (2023). Emotions and Gesture Recognition using Affective Computing Assessment with Deep Learning. IAES International Journal of Artificial Intelligence (IJ-AI), 12(3), 1419–1427. https://doi.org/10.11591/ijai.v12.i3.pp1419-1427
[4] Asterhan, C. S. C., & Lefstein, A. (2024). The Search for Evidence-Based Features of Effective Teacher Professional Development: A Critical Analysis of the Literature. Professional Development in Education, 50(1), 11–23. https://doi.org/10.1080/19415257.2023.2283437
[5] Azis, A., Abou-Samra, R., & Aprilianto, A. (2022). Online Assessment of Islamic Religious Education Learning. Tafkir: Interdisciplinary Journal of Islamic Education, 3(1), 60–76. https://doi.org/10.31538/tijie.v3i1.114
[6] Azwar, S. (2017). Reliabilitas dan Validitas (4th ed.). Pustaka Pelajar.
[7] Bali, M. M. E. I., & Musrifah, M. (2020). The Problems of Application of Online Learning in the Affective and Psychomotor Domains During the Covid-19 Pandemic. Jurnal Pendidikan Agama Islam, 17(2), 137–154. https://doi.org/10.14421/jpai.2020.172-03
[8] Bashooir, K., & Supahar, S. (2018). Validitas dan Reliabilitas Instrumen Asesmen Kinerja Literasi Sains Pelajaran Fisika Berbasis STEM. Jurnal Penelitian Dan Evaluasi Pendidikan, 22(2), 219–230. https://doi.org/10.21831/pep.v22i2.19590
[9] Brown, G. T. L. (2019). Is Assessment for Learning Really Assessment? Frontiers in Education, 4(64), 1–7. https://doi.org/10.3389/feduc.2019.00064
[10] Budiastuti, D., & Bandur, A. (2018). Validitas dan Reliabilitas Penelitian: Dilengkapi Analisis dengan NVIVO, SPSS, dan AMOS. Mitra Wacana Media.
[11] Budiyanti, N., Komariah, K. S., Hermawan, W., Jenuri, J., & Hyangsewu, P. (2024). Impact of the Ulû Al- Ilm Model on Six Domains of Student Learning Outcomes in Islamic Religious Education. Jurnal Pendidikan Islam, 10(1), 113–124. https://doi.org/10.15575/jpi.v10i1.33225
[12] Callahan, C. M., Azano, A. P., Park, S., Brodersen, A. V., Caughey, M., Bass, E. L., & Amspaugh, C. M. (2020). Validation of Instruments for Measuring Affective Outcomes in Gifted Education. Journal of Advanced Academics, 31(4), 470–505. https://doi.org/10.1177/1932202X20929963
[13] Chao, C., Chen, Y., & Chuang, K. (2015). Exploring Students’ Learning Attitude and Achievement in Flipped Learning Supported Computer Aided Design Curriculum: A Study in High School Engineering Education. Computer Applications in Engineering Education, 23(4), 514–526. https://doi.org/10.1002/cae.21622
[14] Charismana, D. S., Ratri, S. Y., & Firmansyah, F. (2023). A Portrait of Affective Assessment Implementation in Junior High Schools: Assessing its Ideality. Jurnal Civics: Media Kajian Kewarganegaraan, 20(2), 248–256. https://doi.org/10.21831/jc.v20i2.61970
[15] Costaris, M., Peterson-Badali, M., & Skilling, T. A. (2022). A Latent Class Analysis of the Antisocial Attitudes Domain of the Youth Level of Service/Case Management Inventory. Criminal Justice and Behavior, 49(8), 1192–1209. https://doi.org/10.1177/00938548221084301
[16] Dewi, A. U. (2021). Curriculum Reform in the Decentralization of Education in Indonesia: Effect on Students’ Achievements. Jurnal Cakrawala Pendidikan, 40(1), 158–169. https://doi.org/10.21831/cp.v40i1.33821
[17] Ferrari, C., Oh, D., Labbree, B. P., & Todorov, A. (2020). Learning the Affective Value of People: More than Affect-Based Mechanisms. Acta Psychologica, 203, 1–10. https://doi.org/10.1016/j.actpsy.2020.103011
[18] Gao, X., Li, P., Shen, J., & Sun, H. (2020). Reviewing Assessment of Student Learning in Interdisciplinary STEM Education. International Journal of STEM Education, 7(24), 1–14. https://doi.org/10.1186/s40594-020-00225-4
[19] Gregersen, A. M., & Afdal, G. (2022). An Affective Religious Boundary Tool. Poetics, 93, 1–10. https://doi.org/10.1016/j.poetic.2022.101685
[20] Gregory, J. L., & Noto, L. A. (2018). Attitudinal Instrument Development: Assessing Cognitive, Affective, and Behavioral Domains of Teacher Attitudes Toward Teaching All Students. Cogent Education, 5(1), 1–12. https://doi.org/10.1080/2331186X.2017.1422679
[21] Heutte, J., Fenouillet, F., Kaplan, J., Martin-Krumm, C., & Bachelet, R. (2016). The EduFlow Model: A Contribution Toward the Study of Optimal Learning Environments. In L. Harmat, F. Ørsted Andersen, F. Ullén, J. Wright, & G. Sadlo (Eds.), Flow Experience (pp. 127–143). Springer International Publishing. https://doi.org/10.1007/978-3-319-28634-1_9
[22] Huang, W., Roscoe, R. D., Craig, S. D., & Johnson-Glenberg, M. C. (2022). Extending the Cognitive-Affective Theory of Learning with Media in Virtual Reality Learning: A Structural Equation Modeling Approach. Journal of Educational Computing Research, 60(4), 807–842. https://doi.org/10.1177/07356331211053630
[23] Imtihan, N. (2023). Pengembangan Instrumen Penilaian Afektif: Nilai Religius Siswa Madrasah Aliyah [Dissertation]. Universitas Negeri Yogyakarta.
[24] Isaac, S., & Michael, W. (1995). Handbook in research and evaluation: A collection of principles, methods, and strategies useful in the planning, design, and evaluation of studies in education and the behavioral sciences (3rd ed.). Edits Publishers.
[25] Kaplan, H. (2018). Teachers’ Autonomy Support, Autonomy Suppression and Conditional Negative Regard as Predictors of Optimal Learning Experience Among High-Achieving Bedouin Students. Social Psychology of Education, 21(1), 223–255. https://doi.org/10.1007/s11218-017-9405-y
[26] Kumar, N., Tandon, R., & Misra, N. (2022). Emotional Intelligence as Intangible Class Content for Effective Communication in Managing University Classes: A Bibliometrics Analysis. Journal of Content Community and Communication, 16(8), 26–36. https://doi.org/10.31620/JCCC.12.22/03
[27] Maba, W. (2017). Teacher’s Perception on the Implementation of the Assessment Process in 2013 Curriculum. International Journal of Social Sciences and Humanities, 1(2), 1–9. https://doi.org/10.29332/ijssh.v1n2.26
[28] Mastikawati, M., Baharun, H., Wahid, A. H., Solehatin, S., & Adawiyah, R. (2022). Strengthening Early Childhood Learning Outcomes through Authentic Assessment of Students. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 4547–4556. https://doi.org/10.31004/obsesi.v6i5.2525
[29] Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative Data Analysis: A Methods Sourcebook (Fourth edition). SAGE.
[30] Molteni, F. (2021). A Need for Religion: Insecurity and Religiosity in the Contemporary World. BRILL. https://doi.org/10.1163/9789004443273
[31] Nurulhasni, D., Nurbaiti, E. A., Nabila, R. S., & Jumadi, J. (2023). Developing and Implementing an Instrument for Assessing Critical Thinking and Visual Representations in Learning Physics Materials of Optical Instruments. Jurnal Penelitian Dan Evaluasi Pendidikan, 27(1), 52–62. https://doi.org/10.21831/pep.v27i1.53550
[32] Panjwani, F., & Revell, L. (2018). Religious education and Hermeneutics: The Case of Teaching about Islam. British Journal of Religious Education, 40(3), 268–276. https://doi.org/10.1080/01416200.2018.1493269
[33] Prawira, Y. A., Ayundhari, V. L., & Kurnia, T. (2021). Exploring Students’ Affective on Using Asynchronous Learning During the Pandemic Period. Jurnal Pendidikan Islam, 7(1), 33–50. https://doi.org/10.15575/jpi.v7i1.9740
[34] Qodar, R., Samsiah, S., & Haryanto, Z. (2018). The Use of Affective and Cognitive Assessment on the Learning of Mirrors and Lenses through the Inquiry Laboratory Approach. Jurnal Penelitian Dan Pembelajaran IPA, 4(1), 25–34. https://doi.org/10.30870/jppi.v4i1.3046
[35] Rahmayani, F., & Istiyono, E. (2022). Affective Assesment Instrument to Assess Student Attitudes Towards Science, Technology, Engineering and Mathematics. Journal of Education Research and Evaluation, 6(4), 637–644. https://doi.org/10.23887/jere.v6i4.47681
[36] Ramadhan, S., Mardapi, D., Prasetyo, Z. K., & Utomo, H. B. (2019). The Development of an Instrument to Measure the Higher Order Thinking Skill in Physics. European Journal of Educational Research, 8(3), 743–751. https://doi.org/10.12973/eu-jer.8.3.743
[37] Rennick, L. A., Smedley, C. T., Fisher, D., Wallace, E., & Kim, Y. K. (2013). The Effects of Spiritual/Religious Engagement on College Students’ Affective Outcomes: Differences by Gender and Race. Journal of Research on Christian Education, 22(3), 301–322. https://doi.org/10.1080/10656219.2013.850996
[38] Retnawati, H. (2016). Analisis Kuantitatif Instrumen Penelitian: Panduan Peneliti, Mahasiswa, dan Psikometrian. Parama Publishing.
[39] Santee, J. A., Marszalek, J. M., & Hardinger, K. L. (2019). A critique of Validity Analysis from Instruments Assessing the Affective Domain. Currents in Pharmacy Teaching and Learning, 11(2), 218–229. https://doi.org/10.1016/j.cptl.2018.11.010
[40] Schellekens, L. H., Bok, H. G. J., De Jong, L. H., Van Der Schaaf, M. F., Kremer, W. D. J., & Van Der Vleuten, C. P. M. (2021). A Scoping Review on the Notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL). Studies in Educational Evaluation, 71, 101094. https://doi.org/10.1016/j.stueduc.2021.101094
[41] Schneider, S., Beege, M., Nebel, S., Schnaubert, L., & Rey, G. D. (2022). The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). Educational Psychology Review, 34(1), 1–38. https://doi.org/10.1007/s10648-021-09626-5
[42] Setiadi, H. (2016). Pelaksanaan penilaian pada Kurikulum 2013. Jurnal Penelitian Dan Evaluasi Pendidikan, 20(2), 166–178. https://doi.org/10.21831/pep.v20i2.7173
[43] Sims, S., & Fletcher-Wood, H. (2021). Identifying the Characteristics of Effective Teacher Professional Development: A Critical Review. School Effectiveness and School Improvement, 32(1), 47–63. https://doi.org/10.1080/09243453.2020.1772841
[44] Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van Herwegen, J., & Anders, J. (2023). Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. Review of Educational Research, 20(10), 1–42. https://doi.org/10.3102/00346543231217480
[45] Siregar, H. S., Mohd Nor, M. R., & Hajrullah, H. (2020). Islamic Religious Learning for Muallaf at Pesantren. Jurnal Pendidikan Islam, 6(2), 165–178. https://doi.org/10.15575/jpi.v6i2.9752
[46] Sofa, F., Wahdah, Y. A., Baroroh, R. U., Amalia, N. M., & Afifah, S. N. (2023). Analysis of Assessment of Arabic Receptive and Productive Skills in Arabic Language Book. An Nabighoh, 25(1), 1–18. https://doi.org/10.32332/an-nabighoh.v25i1.5764
[47] Sukenti, D., Tambak, S., & Charlina, C. (2020). Developing Indonesian Language Learning Assessments: Strengthening the Personal Competence and Islamic Psychosocial of Teachers. International Journal of Evaluation and Research in Education (IJERE), 9(4), 1079–1087. https://doi.org/10.11591/ijere.v9i4.20677
[48] Syarifah, S. (2023). Development of Summative Assessment Instruments for the Affective Aspects of Learning History. AL-ISHLAH: Jurnal Pendidikan, 15(1), 953–963. https://doi.org/10.35445/alishlah.v15i1.2980
[49] Wasehudin, W., Rohman, A., Nizarudin Wajdi, M. B., & Marwan, M. (2023). Transforming Islamic Education through Merdeka Curriculum in Pesantren. Jurnal Pendidikan Islam, 9(2), 255–266. https://doi.org/10.15575/jpi.v9i2.28918
[50] Wei, X., Saab, N., & Admiraal, W. (2021). Assessment of Cognitive, Behavioral, and Affective Learning Outcomes in Massive Open Online Courses: A Systematic Literature Review. Computers & Education, 163, 1–24. https://doi.org/10.1016/j.compedu.2020.104097
[51] Wheatley, J. (2024). Nat Turner and the Affective Power of Religious Fanaticism. Political Theology, 25(3), 171–185. https://doi.org/10.1080/1462317X.2023.2185200
[52] Wuensch, L., Pool, E. R., & Sander, D. (2021). Individual Differences in Learning Positive Affective Value. Current Opinion in Behavioral Sciences, 39, 19–26. https://doi.org/10.1016/j.cobeha.2020.11.001
[53] Zein, M., Iskandar, E., Moenada, M. S., & Thahir, M. (2023). Webtoon-based online comics in measuring the Pancasila student profile at Madrasah Tsanawiyah in Riau Province. International Journal of Evaluation and Research in Education (IJERE), 12(4), 2073–2084. https://doi.org/10.11591/ijere.v12i4.25759
[54] Zembylas, M. (2022). Affective Dimensions of Religious Injury in European Societies: Insights for Education and Schools. British Journal of Educational Studies, 70(6), 753–769. https://doi.org/10.1080/00071005.2021.2016602
[55] Zhang, H., Jin, S.-J., & Du, S.-Z. (2020). Developing a Curriculum Model of English Teaching for Master’s Degree Nursing Education in a Chinese Medicine University. International Journal of Nursing Sciences, 7(1), 99–104. https://doi.org/10.1016/j.ijnss.2019.12.001
[56] Zuchdi, D., Prasetya, Z. K., & Masruri, M. S. (2010). Pengembangan Model Pendidikan Karakter Terintegrasi dalam Pembelajaran Bidang Studi di Sekolah Dasar. Jurnal Cakrawala Pendidikan, 1(3), 1–12. https://doi.org/10.21831/cp.v1i3.224
[57] Zurqoni, Z. (2018). Assessment for Islamic Education Learning and Its Impact to Student’s Religiousness of Islamic University. Dinamika Ilmu, 223–236. https://doi.org/10.21093/di.v18i2.1183
[2] Arifin, S., Huda, M., & Mufida, N. H. (2023). Developing Akhlak Karimah Values through Integrative Learning Model in Madrasah. Jurnal Pendidikan Islam, 9(1), 41–54. https://doi.org/10.15575/jpi.v0i0.24443
[3] Artanto, H., & Arifin, F. (2023). Emotions and Gesture Recognition using Affective Computing Assessment with Deep Learning. IAES International Journal of Artificial Intelligence (IJ-AI), 12(3), 1419–1427. https://doi.org/10.11591/ijai.v12.i3.pp1419-1427
[4] Asterhan, C. S. C., & Lefstein, A. (2024). The Search for Evidence-Based Features of Effective Teacher Professional Development: A Critical Analysis of the Literature. Professional Development in Education, 50(1), 11–23. https://doi.org/10.1080/19415257.2023.2283437
[5] Azis, A., Abou-Samra, R., & Aprilianto, A. (2022). Online Assessment of Islamic Religious Education Learning. Tafkir: Interdisciplinary Journal of Islamic Education, 3(1), 60–76. https://doi.org/10.31538/tijie.v3i1.114
[6] Azwar, S. (2017). Reliabilitas dan Validitas (4th ed.). Pustaka Pelajar.
[7] Bali, M. M. E. I., & Musrifah, M. (2020). The Problems of Application of Online Learning in the Affective and Psychomotor Domains During the Covid-19 Pandemic. Jurnal Pendidikan Agama Islam, 17(2), 137–154. https://doi.org/10.14421/jpai.2020.172-03
[8] Bashooir, K., & Supahar, S. (2018). Validitas dan Reliabilitas Instrumen Asesmen Kinerja Literasi Sains Pelajaran Fisika Berbasis STEM. Jurnal Penelitian Dan Evaluasi Pendidikan, 22(2), 219–230. https://doi.org/10.21831/pep.v22i2.19590
[9] Brown, G. T. L. (2019). Is Assessment for Learning Really Assessment? Frontiers in Education, 4(64), 1–7. https://doi.org/10.3389/feduc.2019.00064
[10] Budiastuti, D., & Bandur, A. (2018). Validitas dan Reliabilitas Penelitian: Dilengkapi Analisis dengan NVIVO, SPSS, dan AMOS. Mitra Wacana Media.
[11] Budiyanti, N., Komariah, K. S., Hermawan, W., Jenuri, J., & Hyangsewu, P. (2024). Impact of the Ulû Al- Ilm Model on Six Domains of Student Learning Outcomes in Islamic Religious Education. Jurnal Pendidikan Islam, 10(1), 113–124. https://doi.org/10.15575/jpi.v10i1.33225
[12] Callahan, C. M., Azano, A. P., Park, S., Brodersen, A. V., Caughey, M., Bass, E. L., & Amspaugh, C. M. (2020). Validation of Instruments for Measuring Affective Outcomes in Gifted Education. Journal of Advanced Academics, 31(4), 470–505. https://doi.org/10.1177/1932202X20929963
[13] Chao, C., Chen, Y., & Chuang, K. (2015). Exploring Students’ Learning Attitude and Achievement in Flipped Learning Supported Computer Aided Design Curriculum: A Study in High School Engineering Education. Computer Applications in Engineering Education, 23(4), 514–526. https://doi.org/10.1002/cae.21622
[14] Charismana, D. S., Ratri, S. Y., & Firmansyah, F. (2023). A Portrait of Affective Assessment Implementation in Junior High Schools: Assessing its Ideality. Jurnal Civics: Media Kajian Kewarganegaraan, 20(2), 248–256. https://doi.org/10.21831/jc.v20i2.61970
[15] Costaris, M., Peterson-Badali, M., & Skilling, T. A. (2022). A Latent Class Analysis of the Antisocial Attitudes Domain of the Youth Level of Service/Case Management Inventory. Criminal Justice and Behavior, 49(8), 1192–1209. https://doi.org/10.1177/00938548221084301
[16] Dewi, A. U. (2021). Curriculum Reform in the Decentralization of Education in Indonesia: Effect on Students’ Achievements. Jurnal Cakrawala Pendidikan, 40(1), 158–169. https://doi.org/10.21831/cp.v40i1.33821
[17] Ferrari, C., Oh, D., Labbree, B. P., & Todorov, A. (2020). Learning the Affective Value of People: More than Affect-Based Mechanisms. Acta Psychologica, 203, 1–10. https://doi.org/10.1016/j.actpsy.2020.103011
[18] Gao, X., Li, P., Shen, J., & Sun, H. (2020). Reviewing Assessment of Student Learning in Interdisciplinary STEM Education. International Journal of STEM Education, 7(24), 1–14. https://doi.org/10.1186/s40594-020-00225-4
[19] Gregersen, A. M., & Afdal, G. (2022). An Affective Religious Boundary Tool. Poetics, 93, 1–10. https://doi.org/10.1016/j.poetic.2022.101685
[20] Gregory, J. L., & Noto, L. A. (2018). Attitudinal Instrument Development: Assessing Cognitive, Affective, and Behavioral Domains of Teacher Attitudes Toward Teaching All Students. Cogent Education, 5(1), 1–12. https://doi.org/10.1080/2331186X.2017.1422679
[21] Heutte, J., Fenouillet, F., Kaplan, J., Martin-Krumm, C., & Bachelet, R. (2016). The EduFlow Model: A Contribution Toward the Study of Optimal Learning Environments. In L. Harmat, F. Ørsted Andersen, F. Ullén, J. Wright, & G. Sadlo (Eds.), Flow Experience (pp. 127–143). Springer International Publishing. https://doi.org/10.1007/978-3-319-28634-1_9
[22] Huang, W., Roscoe, R. D., Craig, S. D., & Johnson-Glenberg, M. C. (2022). Extending the Cognitive-Affective Theory of Learning with Media in Virtual Reality Learning: A Structural Equation Modeling Approach. Journal of Educational Computing Research, 60(4), 807–842. https://doi.org/10.1177/07356331211053630
[23] Imtihan, N. (2023). Pengembangan Instrumen Penilaian Afektif: Nilai Religius Siswa Madrasah Aliyah [Dissertation]. Universitas Negeri Yogyakarta.
[24] Isaac, S., & Michael, W. (1995). Handbook in research and evaluation: A collection of principles, methods, and strategies useful in the planning, design, and evaluation of studies in education and the behavioral sciences (3rd ed.). Edits Publishers.
[25] Kaplan, H. (2018). Teachers’ Autonomy Support, Autonomy Suppression and Conditional Negative Regard as Predictors of Optimal Learning Experience Among High-Achieving Bedouin Students. Social Psychology of Education, 21(1), 223–255. https://doi.org/10.1007/s11218-017-9405-y
[26] Kumar, N., Tandon, R., & Misra, N. (2022). Emotional Intelligence as Intangible Class Content for Effective Communication in Managing University Classes: A Bibliometrics Analysis. Journal of Content Community and Communication, 16(8), 26–36. https://doi.org/10.31620/JCCC.12.22/03
[27] Maba, W. (2017). Teacher’s Perception on the Implementation of the Assessment Process in 2013 Curriculum. International Journal of Social Sciences and Humanities, 1(2), 1–9. https://doi.org/10.29332/ijssh.v1n2.26
[28] Mastikawati, M., Baharun, H., Wahid, A. H., Solehatin, S., & Adawiyah, R. (2022). Strengthening Early Childhood Learning Outcomes through Authentic Assessment of Students. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 4547–4556. https://doi.org/10.31004/obsesi.v6i5.2525
[29] Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative Data Analysis: A Methods Sourcebook (Fourth edition). SAGE.
[30] Molteni, F. (2021). A Need for Religion: Insecurity and Religiosity in the Contemporary World. BRILL. https://doi.org/10.1163/9789004443273
[31] Nurulhasni, D., Nurbaiti, E. A., Nabila, R. S., & Jumadi, J. (2023). Developing and Implementing an Instrument for Assessing Critical Thinking and Visual Representations in Learning Physics Materials of Optical Instruments. Jurnal Penelitian Dan Evaluasi Pendidikan, 27(1), 52–62. https://doi.org/10.21831/pep.v27i1.53550
[32] Panjwani, F., & Revell, L. (2018). Religious education and Hermeneutics: The Case of Teaching about Islam. British Journal of Religious Education, 40(3), 268–276. https://doi.org/10.1080/01416200.2018.1493269
[33] Prawira, Y. A., Ayundhari, V. L., & Kurnia, T. (2021). Exploring Students’ Affective on Using Asynchronous Learning During the Pandemic Period. Jurnal Pendidikan Islam, 7(1), 33–50. https://doi.org/10.15575/jpi.v7i1.9740
[34] Qodar, R., Samsiah, S., & Haryanto, Z. (2018). The Use of Affective and Cognitive Assessment on the Learning of Mirrors and Lenses through the Inquiry Laboratory Approach. Jurnal Penelitian Dan Pembelajaran IPA, 4(1), 25–34. https://doi.org/10.30870/jppi.v4i1.3046
[35] Rahmayani, F., & Istiyono, E. (2022). Affective Assesment Instrument to Assess Student Attitudes Towards Science, Technology, Engineering and Mathematics. Journal of Education Research and Evaluation, 6(4), 637–644. https://doi.org/10.23887/jere.v6i4.47681
[36] Ramadhan, S., Mardapi, D., Prasetyo, Z. K., & Utomo, H. B. (2019). The Development of an Instrument to Measure the Higher Order Thinking Skill in Physics. European Journal of Educational Research, 8(3), 743–751. https://doi.org/10.12973/eu-jer.8.3.743
[37] Rennick, L. A., Smedley, C. T., Fisher, D., Wallace, E., & Kim, Y. K. (2013). The Effects of Spiritual/Religious Engagement on College Students’ Affective Outcomes: Differences by Gender and Race. Journal of Research on Christian Education, 22(3), 301–322. https://doi.org/10.1080/10656219.2013.850996
[38] Retnawati, H. (2016). Analisis Kuantitatif Instrumen Penelitian: Panduan Peneliti, Mahasiswa, dan Psikometrian. Parama Publishing.
[39] Santee, J. A., Marszalek, J. M., & Hardinger, K. L. (2019). A critique of Validity Analysis from Instruments Assessing the Affective Domain. Currents in Pharmacy Teaching and Learning, 11(2), 218–229. https://doi.org/10.1016/j.cptl.2018.11.010
[40] Schellekens, L. H., Bok, H. G. J., De Jong, L. H., Van Der Schaaf, M. F., Kremer, W. D. J., & Van Der Vleuten, C. P. M. (2021). A Scoping Review on the Notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL). Studies in Educational Evaluation, 71, 101094. https://doi.org/10.1016/j.stueduc.2021.101094
[41] Schneider, S., Beege, M., Nebel, S., Schnaubert, L., & Rey, G. D. (2022). The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). Educational Psychology Review, 34(1), 1–38. https://doi.org/10.1007/s10648-021-09626-5
[42] Setiadi, H. (2016). Pelaksanaan penilaian pada Kurikulum 2013. Jurnal Penelitian Dan Evaluasi Pendidikan, 20(2), 166–178. https://doi.org/10.21831/pep.v20i2.7173
[43] Sims, S., & Fletcher-Wood, H. (2021). Identifying the Characteristics of Effective Teacher Professional Development: A Critical Review. School Effectiveness and School Improvement, 32(1), 47–63. https://doi.org/10.1080/09243453.2020.1772841
[44] Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van Herwegen, J., & Anders, J. (2023). Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. Review of Educational Research, 20(10), 1–42. https://doi.org/10.3102/00346543231217480
[45] Siregar, H. S., Mohd Nor, M. R., & Hajrullah, H. (2020). Islamic Religious Learning for Muallaf at Pesantren. Jurnal Pendidikan Islam, 6(2), 165–178. https://doi.org/10.15575/jpi.v6i2.9752
[46] Sofa, F., Wahdah, Y. A., Baroroh, R. U., Amalia, N. M., & Afifah, S. N. (2023). Analysis of Assessment of Arabic Receptive and Productive Skills in Arabic Language Book. An Nabighoh, 25(1), 1–18. https://doi.org/10.32332/an-nabighoh.v25i1.5764
[47] Sukenti, D., Tambak, S., & Charlina, C. (2020). Developing Indonesian Language Learning Assessments: Strengthening the Personal Competence and Islamic Psychosocial of Teachers. International Journal of Evaluation and Research in Education (IJERE), 9(4), 1079–1087. https://doi.org/10.11591/ijere.v9i4.20677
[48] Syarifah, S. (2023). Development of Summative Assessment Instruments for the Affective Aspects of Learning History. AL-ISHLAH: Jurnal Pendidikan, 15(1), 953–963. https://doi.org/10.35445/alishlah.v15i1.2980
[49] Wasehudin, W., Rohman, A., Nizarudin Wajdi, M. B., & Marwan, M. (2023). Transforming Islamic Education through Merdeka Curriculum in Pesantren. Jurnal Pendidikan Islam, 9(2), 255–266. https://doi.org/10.15575/jpi.v9i2.28918
[50] Wei, X., Saab, N., & Admiraal, W. (2021). Assessment of Cognitive, Behavioral, and Affective Learning Outcomes in Massive Open Online Courses: A Systematic Literature Review. Computers & Education, 163, 1–24. https://doi.org/10.1016/j.compedu.2020.104097
[51] Wheatley, J. (2024). Nat Turner and the Affective Power of Religious Fanaticism. Political Theology, 25(3), 171–185. https://doi.org/10.1080/1462317X.2023.2185200
[52] Wuensch, L., Pool, E. R., & Sander, D. (2021). Individual Differences in Learning Positive Affective Value. Current Opinion in Behavioral Sciences, 39, 19–26. https://doi.org/10.1016/j.cobeha.2020.11.001
[53] Zein, M., Iskandar, E., Moenada, M. S., & Thahir, M. (2023). Webtoon-based online comics in measuring the Pancasila student profile at Madrasah Tsanawiyah in Riau Province. International Journal of Evaluation and Research in Education (IJERE), 12(4), 2073–2084. https://doi.org/10.11591/ijere.v12i4.25759
[54] Zembylas, M. (2022). Affective Dimensions of Religious Injury in European Societies: Insights for Education and Schools. British Journal of Educational Studies, 70(6), 753–769. https://doi.org/10.1080/00071005.2021.2016602
[55] Zhang, H., Jin, S.-J., & Du, S.-Z. (2020). Developing a Curriculum Model of English Teaching for Master’s Degree Nursing Education in a Chinese Medicine University. International Journal of Nursing Sciences, 7(1), 99–104. https://doi.org/10.1016/j.ijnss.2019.12.001
[56] Zuchdi, D., Prasetya, Z. K., & Masruri, M. S. (2010). Pengembangan Model Pendidikan Karakter Terintegrasi dalam Pembelajaran Bidang Studi di Sekolah Dasar. Jurnal Cakrawala Pendidikan, 1(3), 1–12. https://doi.org/10.21831/cp.v1i3.224
[57] Zurqoni, Z. (2018). Assessment for Islamic Education Learning and Its Impact to Student’s Religiousness of Islamic University. Dinamika Ilmu, 223–236. https://doi.org/10.21093/di.v18i2.1183
Published
2023-09-29
How to Cite
SUSMIYATI, Sri et al.
Challenges of Affective Assessment of Islamic Religious Education Learning in Merdeka Curriculum.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 7, n. 2, p. 710-731, sep. 2023.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/675>. Date accessed: 16 may 2026.
doi: https://doi.org/10.35723/ajie.v7i2.675.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
