Challenges in Evaluating Islamic Religious Education Learning Outcomes: A Critical Study of Affective and Psychomotor

Abstract

This study aims to conduct a critical analysis of the evaluation problems in Islamic Religious Education, which have long been dominated by cognitive-intellectual measurements. This dominance has created a significant gap between students’ high academic achievements and the actual internalization of moral values (affective) and religious practice skills (psychomotor). Using a qualitative approach with a library research method, data were collected through the documentation of scholarly literature, curriculum policies, and relevant research findings from the past decade. The data were then analyzed using content analysis techniques. The findings reveal that current PAI evaluation systems are often trapped in administrative formalities, where affective assessments remain subjective and psychomotor evaluations are merely incidental. As a solution, this study reconstructs a contextual authentic assessment model across different educational levels: the use of the “Kindness Challenge Card” to strengthen habituation in Elementary Schools; the implementation of Project-Based Learning (PJBL) to integrate social analysis and empathy in Junior High Schools; and the utilization of Digital Reflection Journals and Peer Assessment to foster independent spiritual awareness in Senior High Schools. This reconstruction is expected to transform the PAI evaluation system into a more holistic and objective framework for shaping student character in the digital era