Evaluasi Pembelajaran PAI Berwawasan Multikultural: Studi di SMP Purnama Sumpiuh Evaluation of Multicultural-Oriented PAI Instruction: A Study at SMP Purnama Sumpiuh
Article Sidebar
Page Numbers:
212-230
Digital Object Identifier:
10.58578/anwarul.v6i1.9034
Viewed: 116 times
Downloaded: 73 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:Adel Vieka Octamiana1*, Lathifatul Izzah2
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Pendidikan Agama Islam (PAI) instruction at the junior high school level still tends to focus on cognitive attainment, while the strengthening of multicultural attitudes such as tolerance, mutual respect, and inclusiveness has not yet been fully integrated into the learning evaluation process. This condition highlights the need to develop PAI evaluation that not only measures knowledge, but also captures the development of students’ attitudes and behaviours in appreciating diversity. This study aims to describe and analyze the implementation of multicultural-oriented PAI learning evaluation at SMP Purnama Sumpiuh. A qualitative case study approach was employed, with data collected through observation, interviews, and document analysis. Data were analyzed systematically through the stages of data reduction, data display, and conclusion drawing. The findings show that PAI learning evaluation has integrated multicultural values through attitude assessment, process assessment, and learning outcome assessment. Teachers do not rely solely on written tests, but also use attitude observation, assignments, and student reflections to assess cognitive, affective, and social aspects in a more balanced manner. Nevertheless, constraints remain in the form of limited attitude assessment instruments and suboptimal use of evaluation results as feedback for improving instruction. The study concludes that multicultural-oriented PAI learning evaluation has been implemented in a reasonably comprehensive manner but still requires strengthening in the development of assessment instruments and the management of evaluation results. The implications underscore the need for more systematic, contextual, and continuous evaluation instruments and for enhancing the feedback function of evaluation as a basis for teacher reflection in realizing PAI instruction that nurtures tolerant and inclusive attitudes.
Citation Metrics:
Downloads
Citation Metrics & Similar Scopus Articles
-
Lukpanov R.E. (2027)Evaluation of the Effect of Additives on the Workability of Concrete Mix as Part of a Study of a Modified Wall BlockKompleksnoe Ispolzovanie Mineralnogo Syra, 342(3), 100-110
-
Irawati R. (2027)Enhancing accounting students’ writing performance through problem-based learning: Evidence from a vocational higher education contextMultidisciplinary Science Journal, 9(1)
-
Naemi Z. (2027)The Relationship between Second Language Learning Strategies, Learning Engagement, and Writing Skill in the Arabic Writing CurriculumLanguage Related Research, 17(4), 331-360
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Al-Baihaqi, Z. I., Haironi, A., & Hilalludin, H. (2024). Strategi Guru Pendidikan Agama Islam dalam Membentuk Karakter Religius. Al-Ihda’: Jurnal Pendidikan dan Pemikiran, 19(1), 1290–1295.
Etika Halza, K., Madani Yogyakarta, S., & Haironi, A. (2024). An in-depth look at the challenges in managing portrait Islamic boarding schools and future prospects Hilalludin Hilalludin. World Journal of Islamic Learning and Teaching, 1(2).
Haironi, A., Hilalludin, H., Di, M., & Lawal, U. S. (2025). AL VADAUKAS orphan education in the perspective of the Qur’an and educational Hadiths. 1(1), 36–43.
Hifdil Islam, M. (2025). Reimagining Islamic education: Gus Dur’s vision for multiculturalism and social harmony in Indonesian pesantren. BAHTSUNA: Jurnal Penelitian Pendidikan Islam, 7(1), 20–27. https://doi.org/10.55210/bahtsuna.v7i1.540
Idris, T., Rijal, F., Irwandi, Hanum, R., & Mardhiah, A. (2024). A multicultural approach in Islamic education learning to strengthen the Islamic identity of moderate students in PTKIN Aceh. Tafkir: Interdisciplinary Journal of Islamic Education, 5(3), 478–493. https://doi.org/10.31538/tijie.v5i3.1138
Ishak, I., & Das, S. W. H. (2025). Analysis of theories of multicultural education approaches in the context of Islamic religious education. Harmony Philosophy: International Journal of Islamic Religious Studies and Sharia, 2(1), 41–53. https://doi.org/10.70062/harmonyphilosophy.v2i1.41
Izwana, F. D. (2025). Implementation of multicultural-based Islamic education at senior high school. Wah Academia Journal of Global Religions, 1(1), 9–18. https://doi.org/10.63954/md4say47
Khasanah, N., Irwan Hamzani, A., & Aravik, H. (2023). Religious moderation in the Islamic education system in Indonesia. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 15(1), 629–642. https://doi.org/10.37680/qalamuna.v15i1.4115
Kurniawati, & Nur Aulia, R. (2025). Islamic religious education in Indonesia: Practices and current developments. Religionspädagogische Beiträge, 48(1), 1–12. https://doi.org/10.20377/rpb-1960
Luthfi, A., Saputra, E., & Ali, N. (2025). Development of a multicultural-based Islamic religious education learning model in fostering moderate attitudes of junior high school students in Cilegon. Journal of Educational and Social Research, 15(4), 120. https://doi.org/10.36941/jesr-2025-0126
Mahdiyyah, R., & Jasminto, J. (2025). Implementation of the concept of religious moderation in Islamic religious education for students. Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman, 14(1), 275–292. https://doi.org/10.54437/urwatulwutsqo.v14i1.2226
Makruf, J., & Asrori, S. (2022). In the making of Salafi-based Islamic schools in Indonesia. Al-Jami’ah: Journal of Islamic Studies, 60(1), 227–264. https://doi.org/10.14421/ajis.2022.601.227-264
Marzuki, M., Miftahuddin, M., & Murdiono, M. (2020). Multicultural education in Salaf pesantren and prevention of religious radicalism in Indonesia. Jurnal Cakrawala Pendidikan, 39(1), 12–25. https://doi.org/10.21831/cp.v39i1.22900
Muhajir, M., Kultsum, U., Miftachul Choiri, Moh., Mustonah, S., Kulkarni, H., & Karim, A. (2025). Integrating multicultural values to foster tolerance and inclusivity in Islamic religious education. Jurnal Pendidikan Islam, 11(1), 17–32. https://doi.org/10.15575/jpi.v11i1.44607
Muhammad Chafidz Ali Wafa, Wahyudin Hafiz, Muhamad Tamam Basith, & Rio Bastian. (2024). The teaching of religious moderation in fikih through group discussions at Bin Baz Yogyakarta. Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner, 3(2), 59–64. https://doi.org/10.59944/jipsi.v3i2.278
Mustamir, M., & Tang, M. (2025). Integrating multicultural values in Islamic religious education: A case study in junior high schools. Al-Ishlah: Jurnal Pendidikan, 17(1), 105–115. https://doi.org/10.35445/alishlah.v17i1.6296
Nabila, M., Supriyatno, T., & Maimun, A. (2025). Diane Tillman’s concept in instilling the values of religious moderation at SMP Negeri 1 Sanggau. As-Sabiqun, 7(4), 655–678. https://doi.org/10.36088/assabiqun.v7i4.5754
Nugroho, & Sabtiawan. (2024). Profil Penerapan Pembelajaran dan Penilaian di SMP. Jurnal Basicedu.
Rachman Assegaf, Abd. (2017). Gerakan Transnasional Islam dan Globalisasi Salafi di Islamic Center Bin Baz Yogyakarta. Millah, 16(2), 147–172. https://doi.org/10.20885/millah.vol16.iss2.art1
Rahman, M., & Syahminan. (2024). The existence of Dayah Salafiyah in the development of Islamic education in the era of globalization. Tafkir: Interdisciplinary Journal of Islamic Education, 5(3), 462–477. https://doi.org/10.31538/tijie.v5i3.1151
Rosanti, C., Waston, W., Hidyat, S., Nirwana, A., Muthoifin, M., & Mahmudulhassan, M. (2024). Management of Islamic religious education learning models and their relevance to multicultural societies: A case study at MAN Insan Cendekia Pekalongan Indonesia. Journal of Management World, 2024(4), 820–830. https://doi.org/10.53935/jomw.v2024i4.538
Rozi, F., Jinan, M., & Nurani, I. A. (2025). The paradigm of religious moderation in building moderate Islamic education: Analysis of the Indonesian Ministry of Religion’s concept of religious moderation. International Journal of Emerging Issues in Islamic Studies, 5(1), 64–78. https://doi.org/10.31098/ijeiis.v5i1.3458
Santosa, T. A., Wahyudi, M., Wijoyo, H., & Kurniawan, A. (2025). The role of Islamic religious education in promoting tolerance and interfaith dialogue. RIGGS: Journal of Artificial Intelligence and Digital Business, 4(3), 4162–4167. https://doi.org/10.31004/riggs.v4i3.2578
Sutrisno, Solikah, I., & Wardini, S. U. (2025). Multicultural Islamic education in fostering tolerance: Strategies and challenges in Indonesia. Journal of Education and Learning Sciences, 5(1), 39–58. https://doi.org/10.56404/jels.v5i1.116
Umareni, Unaisah Soehardin, & Eko Ngabdul Shodikin. (2024). Evaluasi Pembelajaran Bahasa Arab Kelas 7 di Marhalah Salafiyah Wustho Pondok Pesantren Islamic Centre Bin Baz Putri Yogyakarta. Ascent: Al-Bahjah Journal of Islamic Education Management, 2(1), 27–35. https://doi.org/10.61553/ascent.v2i1.157
Wahab, A. (2025). The concept of religious moderation in Islamic education: A study of the thought of contemporary ulama. Anwarul, 5(4), 660–674. https://doi.org/10.58578/anwarul.v5i4.7284
Wahfiuddin Al Musyarrofi, & Mohammad Rofiq. (2025). Implementation of multicultural Islamic education values in schools in Indonesia: Systematic literature review. International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities, 3(2), 101–110. https://doi.org/10.59024/ijellacush.v3i2.1405