Innovations in Islamic Religious Education Assessment In The Society 5.0 Era at MAN 3 Padang Panjang
Abstract
This study examines the innovation of Islamic Religious Education (PAI) assessment in the Society 5.0 era, focusing on the integration of technology and Islamic values. The research aims to identify forms of PAI assessment innovation, analyze implementation challenges, and formulate optimization strategies. Using a qualitative approach with a case study design, the research was conducted in selected schools/madrasahs, involving PAI teachers, students, and Islamic education experts as research subjects. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed using thematic analysis techniques. The results show that PAI assessment innovation has evolved from the use of simple digital platforms to the implementation of Artificial Intelligence (AI) and virtual reality technology. The integration of Islamic values in technology-based assessments is realized through the application of digital integrity principles, development of assessments promoting noble character, and incorporation of the tazkiyatun nafs concept in digital self-assessment. The main challenges in implementation include infrastructure limitations, teacher and student readiness, and concerns about over-reliance on technology. Strategies developed to overcome these challenges include digital competency enhancement programs for PAI teachers, collaboration with technology experts, and a phased approach to innovation implementation. Stakeholder perceptions of PAI assessment innovation tend to vary, with students showing enthusiasm, while teachers and parents have more cautious views.
Downloads
References
Abdurrahman, A., Priatna, T., & Herlambang, Y. T. (2022). Virtual Reality-based Assessment for Islamic Education: A Case Study on Hajj Rituals. Journal of Islamic Education Technology, 7(2), 112–128.
Abubakar, A. (2022). Inclusive Islamic education in the digital age: Challenges and opportunities. Journal of Islamic Education, 45(2), 178–195.
Adelliani, N., Sucirahayu, C. A., & Zanjabila, A. R. (2023). Analisis Tematik pada Penelitian Kualitatif. Salemba.
Al-Saggaf, Y., & Islam, M. Z. (2020). Data governance in Islamic perspective: Implications for the use of student data in e-learning environments. International Journal of Technoethics, 11(1), 1–14.
Alimni, A., Suparta, M., & Jaya, I. (2022). Online Proctoring Systems in Islamic Education Assessments: Ensuring Integrity in the Digital Age. International Journal of Islamic Educational Technology, 3(1), 45–62.
Ally, M., & Wark, N. (2019). Learning for sustainable development in the Fourth Industrial Revolution. Journal of Learning for Development, 6(3), 238–251. https://oasis.col.org/handle/11599/3393
Aminah, S., & Rukman, A. R. (2022). Peer Mentoring Program for Enhancing Digital Literacy among Islamic Education Teachers. Journal of Islamic Teacher Education, 5(2), 78–95.
Anwar, S., & Hidayati, N. (2023). Balancing Technological Innovation and Islamic Values in PAI Assessment: Perspectives from Educational Policymakers. Journal of Islamic Education Policy, 8(1), 23–40.
Arifin, Z., Mulyono, H., & Sari, E. N. (2023). Assessing Da’wah Skills through Guided Social Media Projects in Islamic Education. . . International Journal of Islamic Education and Teaching, 6(2), 167–184.
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Sage.
Bunt, G. R. (2018). Hashtag Islam: How Cyber-Islamic Environments Are Transforming Religious Authority. UNC Press Books.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.) (4th ed). Sage.
Diani, P., & Rapono, M. (2024). Adaptasi guru pendidikan agama islam terhadap kurikulum merdeka: studi kasus di sekolah menengah atas. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 10(1), 746–756. https://doi.org/https://doi.org/10.29210/1202424617
Fadli, M. R. (2021). Memahami desain metode penelitian kualitatif. Humanika, Kajian Ilmiah Mata Kuliah Umum, 21(1), 33–54.
Fadlillah, N., & Kusaeri, K. (2024). Optimizing Assessment for Learning in Islamic Education through Authentic and Diagnostic Assessment : A Systematic Literature Review. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 10(2), 654–667. https://doi.org/https://doi.org/10.33394/jk.v10i2.11555
Farhani, A., & Wahyuddin, W. (2023). University-School Partnerships for Continuous Professional Development in Islamic Education Technology. Journal of Islamic Teacher Professional Development, 4(1), 56–73.
Febrian, Y., Utami, A. E., Rijalallah, R., & Arifudin, Y. F. (2024). Implementasi Kurikulum Pendidikan Agama Islam di MA Nihayatul Amal Rawamerta Karawang. Jurnal Kawakib, 5(1), 27–34. http://kawakib.ppj.unp.ac.id/index.php/kwkib/article/view/185/61
Firdaus, M., & Pratiwi, S. (2023). Digital Competence and Resistance to Change: Challenges in Implementing Technology-Based Assessment in Islamic Education. International Journal of Islamic Education Research, 7(3), 301–318.
Fukuyama, M. (2018). Aiming for a New Human-Centered Society. Japan Spotlight, 1, 47–50.
Hadi, S., & Putri, D. A. (2022). Teachers’ Perceptions of Digital Assessment in Islamic Education: A Mixed-Method Study. Journal of Islamic Education Assessment, 5(2), 89–106.
Hakim, L., Irsali, A. N. R., & Watsiqoh, T. N. (2023). The Innovation of Information and Communication Technology in Contextual Teaching and Learning Models Based PAI Learnin. Progresiva: Jurnal Pemikiran Dan Pendidikan Islam, 12(02), 275–290. https://doi.org/https://doi.org/10.22219/progresiva.v12i02.28525
Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2020). An empirical study of lecturers’ appropriation of social technologies for higher education. Australasian Journal of Educational Technology, 36(4), 71–87. https://doi.org/https://doi.org/10.14742/ajet.690
Hashim, C. N., & Langgulung, H. (2018). Islamic religious curriculum in Muslim countries: The experiences of Indonesia and Malaysia. Bulletin of Education & Research, 30(1), 1–19.
Izzah, A., & Mahmud, M. (2023). Blending Traditional and Digital Assessment Methods in Islamic Education: A Transitional Approach. Journal of Islamic Education Innovation, 7(2), 178–195.
Janah, B. U., & Ristianah, N. (2024). Penerapan Metode Blended Learning dalam Meningkatkan Kualitas Pembelajaran Pendidikan Agama Islam. Sasana: Jurnal Pendidikan Agama Islam, 2(2), 121–128. https://doi.org/https://doi.org/10.56854/sasana.v2i2.318
Kusmarni, Y. (2012). Studi kasus (2nd ed.). UGM Jurnal Edu UGM Press.
Kusuma, A. H., & Rasyid, H. (2023). Parental Perspectives on Technology-Enhanced Assessment in Islamic Education: A Qualitative Study. Journal of Islamic Family Education, 9(1), 67–84.
Lubis, M. A., & Wekke, I. S. (2016). Integrated Islamic education in Brunei Darussalam: The hopes and challenges. Educare, 1(2), 1–12.
Mulyani, A., & Azhar, S. (2022). Balancing Technology and Tradition in Islamic Education Assessment: Perspectives from Religious Leaders. Journal of Islamic Education and Culture, 6(3), 234–251.
Mustafa, R., & Hanavi, S. I. (2022). Digital Portfolios for Holistic Assessment in Islamic Education: Fostering Reflection and Character Development. Journal of Islamic Character Education, 5(1), 78–95.
Nashir, A., & Hidayat, T. (2023). Digital Integrity Pledges: Promoting Honesty in Online Islamic Education Assessments. Journal of Islamic Ethics in Education, 4(2), 112–129.
Nastiti, F., & Abdu, A. (2020). Kajian: Kesiapan Pendidikan Indonesia Menghadapi Era Society 5.0. Edcomtech Jurnal Kajian Teknologi Pendidikan, 5(1), 61–66. https://doi.org/10.17977/um039v5i12020p061
Noor, A. F. (2021). Competency-based assessment in Islamic education: Challenges and opportunities. International Journal of Evaluation and Research in Education, 10(1), 35–44.
Nurdin, L., & Safitri, D. (2023). Interdisciplinary Collaboration in Developing Islamic Education Assessments: Bridging Technology and Sharia Expertise. Journal of Islamic Interdisciplinary Studies, 8(1), 34–51.
Nurrochman, T., Darsinah, D., & Wafroaturrohmah, W. (2023). Peran Kepemimpinan Pembelajaran Kepala Sekolah Melalui Transformasi Digital Pasca Pandemi Di Sekolah Dasa. Jurnal Tarbiyah Dan Ilmu Keguruan Borneo, 4(3), 299–310. https://doi.org/https://doi.org/10.21093/jtikborneo.v4i3.6905
Nuryana, Z. (2020). Utilizing Digital Learning Platforms for Islamic Education Assessment. Journal of Islamic Education Technology, 1(1), 1–15.
Rahman, A. A., Sahidun, N. A., & Premanan, K. (2020). NEnhancing the critical thinking skills of secondary school students through the integration of STEM education in Islamic education. International Journal of Advanced Science and Technology, 29(7), 1105–1115.
Rahman, F., & Aziz, A. (2022). AI-Powered Chatbots for Formative Assessment in Islamic Education. International Journal of Artificial Intelligence in Education, 5(2), 167–184.
Rahmat, A., & Fauzi, M. A. (2022). Pilot Implementation of Digital Assessment in Islamic Education: Lessons Learned and Future Directions. Journal of Islamic Education Innovation, 6(3), 245–262.
Rivauzi, A. (2023). Improving Quality Education Based on Quality Management and Character Based Education. Jurnal Kawakib, 4(2), 108–119. https://doi.org/https://doi.org/10.24036/kwkib.v4i2.178
Rosyada, D., & Zulyanty, M. (2022). Infrastructure Challenges in Implementing Digital Assessment for Islamic Education in Rural Areas. Journal of Islamic Education in Developing Regions, 5(1), 23–40.
Sari, N. R., & Priatna, T. (2023). AI-Assisted Analysis of Student Responses in Islamic Education Online Exams. International Journal of Artificial Intelligence in Islamic Education, 4(1), 41–56.
Seidman, I. (2019). Interviewing as qualitative research: A guide for researchers in education and the social sciences (5th ed). Teachers College Press.
Sidqi, N., Ikhwansyah, M. F., & Erawati, D. (2023). TEACHER CHALLENGES IN THE ERA OF DIGITALIZATION FROM AN ISLAMIC PERSPECTIVE. Jurnal Review Pendidikan Dan Pengajaran (JRPP), 6(4), 1373–1380. https://doi.org/https://doi.org/10.31004/jrpp.v6i4.20371
Spradley, J. P. (2016). Participant observation. Waveland Press.
Suhartini, I., & Rahman, R. (2023). The use of artificial intelligence in islamic religious education at higher education institutions: An analysis of opportunities and challenges. Jurnal Kawakib, 4(2), 146–154. https://doi.org/https://doi.org/10.24036/kwkib.v4i2.175
Suyanto, S. (2019). The implementation of the scientific approach through 5Ms of the revised curriculum 2013 in Indonesia. Cakrawala Pendidikan, 38(1), 16–29.
Syarifuddin, S., Zulyadaini, Z., & Pertiwi, R. S. (2023). Student Engagement with Gamified Assessment in Islamic Education: A Mixed-Methods Study. Journal of Islamic Education and Gamification, 6(2), 145–162.
Tamuri, A. H., & Khairuddin, M. K. (2017). Epistemology of Islamic education: Methods and implementations in teaching practices. Jurnal Pendidikan Indonesia, 3(2), 1–18.
Wahid, A. H., & Karimah, N. (2022). Developing Comprehensive Item Banks for Randomized Islamic Education Assess.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed). Sage.
Copyright (c) 2024 M. Yemmardotillah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1.jpg)
.PNG)
.PNG)
3.PNG)
2.PNG)
