Innovative Attitude Assessment in Islamic Education: Techniques, Instruments, and Technology Integration from Primary to Higher Education

Sofwatun Nida; Nur Widya Rahmawati; Yusron Hidayat; Yasri Mandar; Ahwil Lutan Hidayah; Novita Damayanti

doi:10.14421/hjie.2025.51-01

Authors

Sofwatun Nida Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia
Nur Widya Rahmawati Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia
Yusron Hidayat Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia
Yasri Mandar Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia
Ahwil Lutan Hidayah Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia
Novita Damayanti Zonguldak Bülent Ecevit Üniversitesi, Turkey

DOI:

https://doi.org/10.14421/hjie.2025.51-01

Keywords:

Islamic Education, Attitude Assessment, Affective Evaluation

Abstract

This study examines innovations in attitude assessment within Islamic educational institutions, including madrasahs, pesantrens, and formal schools at the primary, secondary, and tertiary levels. The main focus is to develop affective assessment techniques and instruments that are contextually appropriate, methodologically sound, and aligned with core Islamic values such as honesty, patience, empathy, and responsibility. Using a qualitative approach through literature review and historical analysis, the study reviews primary policy documents and relevant scholarly literature. Thematic analysis reveals weaknesses in conventional assessment methods, including subjectivity, limited integration of Islamic ethical values, and a lack of adaptive systems. At the primary level, assessments rely heavily on observation and anecdotal records, which often lead to subjective results. At the secondary level, self- and peer-assessments are commonly used but are vulnerable to bias. In higher education, more contextual approaches such as case-based assessments and portfolios demonstrate better alignment with character education goals. The study highlights the potential of digital innovations, including artificial intelligence and online platforms, to enhance the accuracy and scalability of attitude assessments. These tools offer promising solutions to longstanding challenges by enabling deeper integration of Islamic values in affective evaluation. The study recommends developing standardized yet adaptable digital instruments, along with improved teacher training and curriculum development, to support effective Islamic value-based assessments.

Downloads

Download data is not yet available.

References

Abubakar, Multazam, dan Jusnaeni. “Students’ Perception on the Use of Nhk Channel in Learning Vocabulary.” Paedagogia: Jurnal Pendidikan 11, no. 2 (2022): 211–24. doi:10.24239/pdg.vol11.iss2.331.

Agustin, Vony. “Kompetensi Lulusan Sarjana Strata 1 (S1) Psikologi dalam Menghadapi Dunia Kerja Pada Mahasiswa Perguruan Tinggi ‘X.’” Calyptra 1, no. 1 (2013): 1–34.

Al-Tabany, Trianto Ibnu Badar. Mendesain model pembelajaran inovatif, progresif, dan konteksual. Prenada Media, 2017.

Apriyanti, Rizki. “Evlauasi berbasis portofolio.” Jurnal Ilmiah Pendidikan Dan Humaniora 5, no. 5 (2021).

Ariza, Nurul, dan Qorina Khoirul Afifah. “Penggunaan Teknologi Dalam Pengembangan Asesmen Pembelajaran Pendidikan Agama Islam.” Belajea: Jurnal Pendidikan Islam 9, no. 1 (2024): 25–44.

Astuti, Winda, Drajat Friansyah, dan Eric Salman. “Pengembangan Modul Pembelajaran Adaptif bagi Anak Berkebutuhan Khusus Di Sekolah Luar Biasa Negeri Kota Lubuklinggau.” Silampari Journal Sport 1, no. 2 (2021): 77–99.

Awaludin, Sidik, Usman Chatib Warsa, Soetrisno Soemardjo, Elly Nurachmah, Arum Atmawikarta, dan Dwi Novitasari. “The Relationship of Online Learning and Information Technology with Cognitive, Affective, and Psychomotor Abilities.” Jurnal Keperawatan Indonesia 27, no. 3 (2024): 186–94. doi:10.7454/jki.v27i3.1227.

Caso, Arturo. “Reaktualisasi Strategi Pendidikan Islam: Ikhtiar Mengimbangi Pendidikan Global.” Journal of Petrology 369, no. 1 (2013): 1689–99.

Cripps, Elizabeth. “School for sedition? Climate justice, citizenship and education.” Journal of Moral Education 54, no. 1 (2024): 27–43. doi:10.1080/03057240.2024.2375805.

Fajri, Muhammad. Pengembangan moral dan karakter di Sekolah Dasar. Guepedia, 2019.

Farwati, Sizka, Muhamad Iskhak, dan Nunu Mahnun. “Integrating Pancasila in Character Education: A Qualitative Analysis of Ethical Values for Nation-Building.” HEUTAGOGIA: Journal of Islamic Education 3, no. 2 (2023): 211–23. doi:10.14421/hjie.2023.32-06.

Hardy, Sam A., dan Gustavo Carlo. “Adolescent Naturalistic Conceptions of Moral Maturity.” Journal of Research on Adolescence, 2020. doi:https://doi.org/10.1111/j.1467-9507.2010.00590.x.

Huda, Miftachul. “Islamic philosophy and ethics of education: Al-zarnūjī’s concept of taʻẓīm in his ta‘līm al-muta‘allim.” Ulumuna 25, no. 2 (2021): 399–421. doi:10.20414/ujis.v25i2.464.

Kartowagiran, Badrun, dan Amat Jaedun. “Model asesmen autentik untuk menilai hasil belajar siswa sekolah menengah pertama (SMP): Implementasi asesmen autentik di SMP.” Jurnal penelitian dan evaluasi pendidikan 20, no. 2 (2016): 131–41.

Masitoh, Sabingatun Dewi, dan Dwi Purbowati. “Enhancing Teacher Professionalism in Indonesia : Challenges and Strategies for Digital Technology Utilization in the Society 5 . 0 Era.” Heutagogia: Journal of Islamic Education 4, no. 2 (2024): 219–36.

McMillanIkon, James H. Assessment Information in Context. taylorfrancis. Dewan Nasional Pengukuran dalam Pendidikan (NCME), 2019. doi:10.4324/9780429507533-6.

Muhamad Murtadlo. “Indeks Karakter Siswa Menurun: Refleksi Pembelajaran Masa Pandemi.” 31 Agustus, 2021.

Mujadi, Mujadi. “Pengembangan Instrumen Penilaian Sikap Sebagai Upaya Optimalisasi Penerapan Nilai-Nilai Yang Terkandung Dalam Akidah Akhlak Kelas VI MI DI Kulon Progo.” Al-Bidayah: jurnal pendidikan dasar Islam 11, no. 01 (2019): 137–74.

Mukhlisin. “Affective Education Assessment in Islamic Religious Education.” JIM Jurnal Ilmiah Mahasiswa Pendidikan Sejarah 9, no. 4 (2024): 1181–95. doi:10.24815/jimps.v9i4.33716.

Nurhadi, Nurhadi. “Manajemen Penilaian Pembelajaran Menggunakan K13.” Al-Hayat: Journal of Islamic Education 2, no. 1 (2018): 63–78.

Pebruanti, Lies, dan Sudji Munadi. “Peningkatan motivasi dan hasil belajar pada mata pelajaran pemograman dasar menggunakan modul di SMKN 2 Sumbawa.” Jurnal pendidikan vokasi 5, no. 3 (2015): 365–76.

Pendidikan, Peraturan Menteri, Riset Kebudayaan, dan Teknologi Republik Indonesia Nomor. “Tahun 2024 tentang Kurikulum pada Pendidikan Anak Usia Dini.” Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah, 12M.

Pramana, Kadek Agus Bayu, dan Dewa Bagus Ketut Ngurah Semara Putra. Merancang penilaian autentik. Cv. Media Educations, 2019.

Prijowuntato, Sebastianus Widanarto. Evaluasi pembelajaran. Sanata Dharma University Press, 2020.

Pusat Asesmen Pendidikan. “Survei Karakter.” 17 Juni, 2022.

Putri, Nikmah Sistia Eka, Fatimah Setiani, dan Muhammad Sandy Al Fath. “Building Character Education Based On The Merdeka Curriculum Towards Society Era 5.0.” Pedagogik: Jurnal Pendidikan 18, no. 2 (2023): 194–201.

Rahman, Arief Aulia, Cut Eva Nasryah, dan Uwais Inspirasi Indonesia. Evaluasi Pembelajaran. 1 ed. Jawa Timur: Uwais Inspirasi Indonesia, 2019.

Ramli, Mohammad, Rizal Ilhamsyah, Agama Islam, dan Hidayatullah Batam. “Foundations and Contemporary Relevance of Salafi Islamic Education in Indonesia : Principles , Curriculum , and Moral Development.” Heutagogia: Journal of Islamic Education 4, no. 2 (2024): 287–99. doi:10.18860/ua.v17i1.3252.5.

Rochimah, Heni, Muhammad Japar, dan Etin Solihatin. “Systematic Literature Review: The Effectiveness of Technology-Assisted Project-Based English Language Learning.” Participatory Educational Research 12, no. 1 (2025): 195–221. doi:10.17275/per.25.11.12.1.

Rohmah, Riza Mi’rotul, dan Rohmatul Azizah. “Peran Pendidikan Holistik Bagi Pengembangan Karakter Anak Usia Dini.” Jurnal Dimensi Pendidikan dan Pembelajaran 11, no. 1 (2023): 154–65.

Rosidi, Ayep. “School-Based Management : Improving The Quality Of Guidance And Counseling Services.” At-Tarbiyat: Jurnal Pendidikan Islam 07, no. 03 (2024): 470–75.

Saftari, Maya, Nurul Fajriah. “Penilaian Ranah Afektif Dalam Bentuk Penilaian Skala Sikap Untuk Menilai Hasil Belajar.” Eduitainment: Jurnal Ilmu Pendidikan dan Kependidikan 7, no. 1 (2019): 71–81.

Sari, Popy Puspita, Taopik Rahman, dan Sima Mulyadi. “Pola asuh orang tua terhadap perkembangan emosional anak usia dini.” Jurnal paud agapedia 4, no. 1 (2020): 157–70.

Sujarweni, V Wiratna. Metodelogi penelitian. Yogyakarta: Pustaka Baru Perss, 2014.

Sukiman. Pengembanga Sistem evaluasi. Yogyakarta: Insan Madani, 2012.

Sulfiani, Sulfiani, Nora Saiva Jannana, dan Sedya Sentosa. “Enhancing Islamic Educational Quality through Output-Based Quality Assurance: A Literature Review Perspective.” HEUTAGOGIA: Journal of Islamic Education 3, no. 2 (31 Desember 2023): 155–68. doi:10.14421/hjie.2023.32-02.

Sumarni, Sri, Universitas Islam, Negeri Sunan, dan Kalijaga Yogyakarta. “The Urgency of Cyber Education in Islamic Education for Indonesia ’ s Golden Generation 2045 : A Conceptual Analysis.” Heutagogia: Journal of Islamic Education 4, no. 2 (2024): 253–67. doi:10.1145/2874239.2874266.2.

Taufik, Akhmat, Safridin Edi Wibowo, dan Amal Hameed. “Contextualizing The Value Of Islamic Education In The Digital Era : Challenges And Adaptations In The Khitbah Hadith.” At-Tarbiyat: Jurnal Pendidikan Islam 07, no. 03 (2024): 489–503.