Kesiapan Guru PAI dalam Evaluasi Pembelajaran Berbasis Cinta

Authors

  • Isnawati Nur Afifah Latif Institut Agama Islam Nahdlatul Ulama Tuban
  • Rifa‘Afuwah STAI Diponegoro Tulungagung
  • Muslimin Muslimin Institut Agama Islam Nahdlatul Ulama Tuban
  • Abdulloh Safiq Institut Agama Islam Al-Fatimah Bojonegoro
  • Rr. Kusuma Dwi Nur Ma'rifati Institut Agama Islam Nahdlatul Ulama Tuban

DOI:

https://doi.org/10.59024/jipa.v4i3.1975

Keywords:

Islamic Education Teachers, Love-Based Assessment, Madrasah, Readiness, Student Evaluation

Abstract

This study describes the readiness of Islamic Education teachers to implement love-based assessment in madrasahs in East Java. The study used a descriptive quantitative survey involving 24 Islamic Education teachers from three madrasahs selected through purposive sampling based on level, location, and institutional status. Data were collected using a 40-item Likert questionnaire covering pedagogical assessment competence, conceptual understanding of love-based assessment, affective readiness, and assessment instrument availability. The instrument showed strong reliability with a Cronbach's Alpha value of 0.87, and the data were analyzed using percentages, means, and readiness categories. The findings show that teachers' overall readiness reached 68.7 percent, which falls into the moderately ready category. Urban public madrasahs obtained higher readiness scores than a rural private madrasah, while the availability of affective and spiritual assessment instruments became the weakest dimension. These results imply that love-based assessment in Islamic Education needs systematic professional development, contextual assessment instruments, and stronger institutional support so that cognitive, affective, social, and spiritual learning outcomes can be evaluated more humanely.

References

Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(4), 350–372. https://doi.org/10.1080/0969594X.2019.1571992

Arnold, J. (2022). Prioritising students in assessment for learning: A scoping review of research on students' classroom experience. Review of Education, 10(3), e3366. https://doi.org/10.1002/rev3.3366

Banihashem, S. K., Gasevic, D., Noroozi, O., Jarodzka, H., Joosten-ten Brinke, D., & Drachsler, H. (2025). Optimizing formative assessment with learning analytics: A systematic review. Review of Educational Research. https://doi.org/10.3102/00346543251370753

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102

Chen, S. (2023). Modeling the effect of loving pedagogy dispositions and teacher self-efficacy on teacher burnout. Frontiers in Psychology, 14, 1157324. https://doi.org/10.3389/fpsyg.2023.1157324

DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2016). Approaches to classroom assessment inventory: A new instrument to support teacher assessment literacy. Educational Assessment, 21(4), 248–266. https://doi.org/10.1080/10627197.2016.1236677

Estaji, M. (2024). Perceived need for a teacher education course on assessment literacy development: Insights from EAP instructors. Asian-Pacific Journal of Second and Foreign Language Education, 9, 50. https://doi.org/10.1186/s40862-024-00272-2

Fuadiy, M. R. (2021). Evaluasi pembelajaran sebagai sebuah studi literatur. DIMAR: Jurnal Pendidikan Islam, 3(1), 173–197. https://doi.org/10.58577/dimar.v3i1.83

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Hidayati, Z., Nurdi, N., Kusaeri, K., Suparto, S., & Malyuna, S. I. (2025). Assessing the assessor: Investigating formative assessment literacy among Islamic Education teachers in Lamongan, Indonesia. AL-ISHLAH: Jurnal Pendidikan, 17(4). https://doi.org/10.35445/alishlah.v17i4.7933

Isnawati, I. (2024). Madrasah teachers' approaches to classroom assessment. DIMAR: Jurnal Pendidikan Islam, 6(1), 59–68. https://doi.org/10.58577/dimar.v6i1.286

Kang, M., & Lam, R. (2024). Understanding university English instructors' assessment literacy: A formative assessment perspective. Language Testing in Asia, 14, 52. https://doi.org/10.1186/s40468-024-00323-y

Li, Z., Yan, Z., Chan, K. K. Y., Zhan, Y., & Guo, W. Y. (2023). The role of a professional development program in improving primary teachers' formative assessment literacy. Teacher Development, 27(4), 447–467. https://doi.org/10.1080/13664530.2023.2223595

Ofem, U. J., Owan, V. J., Okon, A. E., Owan, E. J., & Bassey, B. A. (2025). Teachers' preparedness for the utilization of artificial intelligence in classroom assessment: The contributory effects of attitude toward technology, technological readiness, and pedagogical beliefs with perceived ease of use and perceived usefulness as mediators. Frontiers in Education, 10, 1568306. https://doi.org/10.3389/feduc.2025.1568306

Parmigiani, D., Nicchia, E., Murgia, E., & Ingersoll, M. (2024). Formative assessment in higher education: An exploratory study within programs for professionals in education. Frontiers in Education, 9, 1366215. https://doi.org/10.3389/feduc.2024.1366215

Pastore, S. (2023). Teacher assessment literacy: A systematic review. Frontiers in Education, 8, 1217167. https://doi.org/10.3389/feduc.2023.1217167

Pinedo, L., Panadero, E., Fernández-Ruiz, J., & Rodríguez-Hernández, C. (2023). Students' experiences in self-assessment: Training, processes and feedback use in secondary and higher education. Assessment in Education: Principles, Policy & Practice, 30(5–6), 448–480. https://doi.org/10.1080/0969594X.2023.2284630

Pranajaya, S. A., Idris, J., Abidin, Z., & Mahdi. (2023). Integration of cognitive, affective, and psychomotor domain scoring in Islamic religious education. Sinergi International Journal of Education, 1(2), 90–102. https://doi.org/10.61194/education.v1i2.106

Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602. https://doi.org/10.1016/j.ijer.2020.101602

Sortwell, A., Trimble, K., Ferraz, R., Geelan, D. R., Hine, G., Ramirez-Campillo, R., Carter-Thuiller, B., Gkintoni, E., & Xuan, Q. (2024). A systematic review of meta-analyses on the impact of formative assessment on K–12 students' learning: Toward sustainable quality education. Sustainability, 16(17), 7826. https://doi.org/10.3390/su16177826

Sukenti, D., Tambak, S., & Siregar, E. (2021). Learning assessment for madrasah teacher: Strengthening Islamic psychosocial and emotional intelligence. AL-ISHLAH: Jurnal Pendidikan, 13(1), 725–740. https://doi.org/10.35445/alishlah.v13i1.552

Van der Steen, J., van Schilt-Mol, T., van der Vleuten, C., & Joosten-ten Brinke, D. (2022). Supporting teachers in improving formative decision-making: Design principles for formative assessment plans. Frontiers in Education, 7, 925352. https://doi.org/10.3389/feduc.2022.925352

Winstone, N. E. (2022). Characterising feedback cultures in higher education: An analysis of strategy documents from 134 UK universities. Higher Education, 84(5), 1107–1125. https://doi.org/10.1007/s10734-022-00818-8

Yan, Z., & Pastore, S. (2022). Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale. Studies in Educational Evaluation, 74, 101183. https://doi.org/10.1016/j.stueduc.2022.101183

Downloads

Published

2026-07-07

Issue

Vol. 4 No. 3 (2026): Juli: Jurnal Ilmiah Pendidikan Kebudayaan dan Agama

Section

Articles

License

Copyright (c) 2026 JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.