KONSEP DASAR ASESMEN DAN EVALUASI DALAM PAI
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Published:
Jun 26, 2026
Keywords:
Assessment, Evaluation, Learning, Islamic Religious Education.
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Abstract
Assessment and evaluation are essential components of the Islamic Religious Education (PAI) learning process, serving to determine the level of student competency achievement and the effectiveness of the learning process. This study aims to describe the basic concepts of assessment and evaluation in Islamic Religious Education (PAI), including their definitions, differences, functions, and the principles educators must consider in their implementation. The method used was library research, reviewing various relevant literature sources, such as books, journals, and educational documents. The results indicate that assessment is the process of continuously collecting and processing information regarding student learning outcomes, while evaluation is the process of making decisions based on the data obtained from the assessment. In the context of PAI, assessment and evaluation focus not only on cognitive aspects but also include affective and psychomotor aspects that reflect the mastery of Islamic values in everyday life. Therefore, appropriate implementation of assessment and evaluation can help improve the quality of PAI learning and support the optimal achievement of Islamic education goals.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Ananda Aditya Sari Harahap, Yasmin Salsabila, Nabila Fitria, & Nisaiy Darussakinah Harahap. (2023). PENGARUH PERKEMBANGAN KEMAMPUAN PADA ASPEK KOGNITIF, AFEKTIF DAN PSIKOMOTORIK TERHADAP HASIL BELAJAR. Algebra : Jurnal Pendidikan, Sosial dan Sains, 3(1). https://doi.org/10.58432/algebra.v3i1.741
Haris, N., As-Sa’idah, M. M., Sunandar, Y., Ruswandi, U., & Firdaus, N. (2023). Konsep Dasar Evaluasi dalam Pembelajaran Pendidikan Agama Islam di SD Negeri 105 Sukarela Kota Bandung. Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan, 17(3), 2103. https://doi.org/10.35931/aq.v17i3.2136
Hidayat, T., & Asyafah, A. (2019). KONSEP DASAR EVALUASI DAN IMPLIKASINYA DALAM EVALUASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 10(1), 159–181. https://doi.org/10.24042/atjpi.v10i1.3729
Hilda Darmaini Siregar & Zainal Efendi Hasibuan. (2024). Pendidikan Agama Islam: Pengertian, Tujuan, Dasar, dan Fungsi. Intellektika : Jurnal Ilmiah Mahasiswa, 2(5), 125–136. https://doi.org/10.59841/intellektika.v2i5.1520
Hudri, S., & Umam, K. (2022). Konsep dan Implementasi Merdeka Belajar pada Evaluasi Pembelajaran Pendidikan Agama Islam. Moderasi : Journal of Islamic Studies, 2(1), 51–59. https://doi.org/10.54471/moderasi.v2i1.22
Iman, N., Ds, A., Arifin, S., & Cholifah, U. (2021). Generosity Education for Children (Case Study At Mi Muhammadiyah Dolopo Madiun). Proceedings of the 2nd International Conference on Islamic Studies, ICIS 2020, 27-28 October 2020, Ponorogo, Indonesia. Proceedings of the 2nd International Conference on Islamic Studies, ICIS 2020, 27-28 October 2020, Ponorogo, Indonesia. https://doi.org/10.4108/eai.27-10-2020.2304184
Jannah, N. (t.t.). PERAN EVALUASI DAN ASESMEN PENDIDIKAN DALAM PROSES PEMBELAJARAN.
Pitaloka, D. L., Dimyati, D., & Purwanta, E. (2021). Peran Guru dalam Menanamkan Nilai Toleransi pada Anak Usia Dini di Indonesia. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1696–1705. https://doi.org/10.31004/obsesi.v5i2.972
Styana, Q., & Sahlan, Moh. (2025). Strategi Efektif Laporan Hasil Asesmen Pembelajaran Pendidikan Agama Islam. JIEP : Journal of Islamic Education and Pedagogy, 2(01), 62–68. https://doi.org/10.62097/jiep.v2i01.1905
Yektiana, N., & Nursikin, M. (2023). Konsep Dasar Pengukuran, Penilaian, Dan Evaluasi Hasil Belajar Pendidikan Agama Islam.
Article Sidebar
Main Article Content
Abstract
Assessment and evaluation are essential components of the Islamic Religious Education (PAI) learning process, serving to determine the level of student competency achievement and the effectiveness of the learning process. This study aims to describe the basic concepts of assessment and evaluation in Islamic Religious Education (PAI), including their definitions, differences, functions, and the principles educators must consider in their implementation. The method used was library research, reviewing various relevant literature sources, such as books, journals, and educational documents. The results indicate that assessment is the process of continuously collecting and processing information regarding student learning outcomes, while evaluation is the process of making decisions based on the data obtained from the assessment. In the context of PAI, assessment and evaluation focus not only on cognitive aspects but also include affective and psychomotor aspects that reflect the mastery of Islamic values in everyday life. Therefore, appropriate implementation of assessment and evaluation can help improve the quality of PAI learning and support the optimal achievement of Islamic education goals.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Ananda Aditya Sari Harahap, Yasmin Salsabila, Nabila Fitria, & Nisaiy Darussakinah Harahap. (2023). PENGARUH PERKEMBANGAN KEMAMPUAN PADA ASPEK KOGNITIF, AFEKTIF DAN PSIKOMOTORIK TERHADAP HASIL BELAJAR. Algebra : Jurnal Pendidikan, Sosial dan Sains, 3(1). https://doi.org/10.58432/algebra.v3i1.741
Haris, N., As-Sa’idah, M. M., Sunandar, Y., Ruswandi, U., & Firdaus, N. (2023). Konsep Dasar Evaluasi dalam Pembelajaran Pendidikan Agama Islam di SD Negeri 105 Sukarela Kota Bandung. Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan, 17(3), 2103. https://doi.org/10.35931/aq.v17i3.2136
Hidayat, T., & Asyafah, A. (2019). KONSEP DASAR EVALUASI DAN IMPLIKASINYA DALAM EVALUASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 10(1), 159–181. https://doi.org/10.24042/atjpi.v10i1.3729
Hilda Darmaini Siregar & Zainal Efendi Hasibuan. (2024). Pendidikan Agama Islam: Pengertian, Tujuan, Dasar, dan Fungsi. Intellektika : Jurnal Ilmiah Mahasiswa, 2(5), 125–136. https://doi.org/10.59841/intellektika.v2i5.1520
Hudri, S., & Umam, K. (2022). Konsep dan Implementasi Merdeka Belajar pada Evaluasi Pembelajaran Pendidikan Agama Islam. Moderasi : Journal of Islamic Studies, 2(1), 51–59. https://doi.org/10.54471/moderasi.v2i1.22
Iman, N., Ds, A., Arifin, S., & Cholifah, U. (2021). Generosity Education for Children (Case Study At Mi Muhammadiyah Dolopo Madiun). Proceedings of the 2nd International Conference on Islamic Studies, ICIS 2020, 27-28 October 2020, Ponorogo, Indonesia. Proceedings of the 2nd International Conference on Islamic Studies, ICIS 2020, 27-28 October 2020, Ponorogo, Indonesia. https://doi.org/10.4108/eai.27-10-2020.2304184
Jannah, N. (t.t.). PERAN EVALUASI DAN ASESMEN PENDIDIKAN DALAM PROSES PEMBELAJARAN.
Pitaloka, D. L., Dimyati, D., & Purwanta, E. (2021). Peran Guru dalam Menanamkan Nilai Toleransi pada Anak Usia Dini di Indonesia. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1696–1705. https://doi.org/10.31004/obsesi.v5i2.972
Styana, Q., & Sahlan, Moh. (2025). Strategi Efektif Laporan Hasil Asesmen Pembelajaran Pendidikan Agama Islam. JIEP : Journal of Islamic Education and Pedagogy, 2(01), 62–68. https://doi.org/10.62097/jiep.v2i01.1905
Yektiana, N., & Nursikin, M. (2023). Konsep Dasar Pengukuran, Penilaian, Dan Evaluasi Hasil Belajar Pendidikan Agama Islam.