<b>Integrating Islamic Values into Learning Assessment Models: A Qualitative Study of Islamic Religious Education Practice at a Junior Secondary School </b><b></b>

Abstract

Assessment in Islamic Religious Education (IRE) has long been dominated by cognitive measurement, often neglecting the affective and psychomotor dimensions essential to holistic character formation. This study investigates the integration of Islamic values into IRE learning assessment models, examining its implementation forms, pedagogical strategies, outcomes, and the challenges faced by teachers. A descriptive qualitative design was employed, with a single IRE teacher at SMP Negeri 02 Kartasura selected purposively as the primary informant. Data were collected through in-depth interviews, classroom observation, and document analysis, and were analyzed using the stages of data reduction, data display, and conclusion drawing. Findings indicate that Islamic value integration in assessment has been implemented comprehensively across cognitive, affective, and psychomotor domains. Cognitively, assessment centers on Qur'anic verse memorization and comprehension; affectively, it addresses students' understanding and spiritual disposition; and psychomotorically, it evaluates classroom participation and the correctness of Qur'anic recitation. Assessment instruments include observational rubrics for daily worship practices, peer evaluation, and teacher observation across recurring assessment events including daily quizzes, midterm, and final examinations. Pedagogical strategies emphasize literacy-based learning, active discussion, and compassionate teacher feedback. The integration of Islamic values has yielded positive effects on student learning motivation and character formation, though results are gradual rather than immediate. The primary challenge identified is the unfiltered use of digital devices and social media, addressed through intensive personal guidance and school-parent collaboration. The study concludes that integrating Islamic values into learning assessment constitutes an effective strategy for realizing holistic education oriented toward the formation of morally grounded, academically capable Islamic character.