Manajemen Pengembangan Asesmen Literasi dan Numerasi PAI-BP dalam Perspektif Manajemen Pendidikan Islam

Abstract

Although literacy and numeracy are increasingly emphasized in the development of learning assessment, studies that specifically integrate both into the assessment of Pendidikan Agama Islam dan Budi Pekerti (PAI-BP) from the perspective of Islamic Education Management remain limited. This study aims to analyze the principles of literacy and numeracy integration in PAI-BP assessment, synthesize relevant management functions, examine the role of the Musyawarah Guru Mata Pelajaran (MGMP) as a mechanism for professional collaboration, and formulate a conceptual model for its management. The study employed an integrative literature review approach involving national and international journal articles, academic books, and relevant assessment framework documents. The literature was selected based on relevance, credibility, traceability, and conceptual contribution, with priority given to recent sources. The synthesis results revealed four main findings. First, literacy and numeracy need to be integrated as ways of applying PAI-BP knowledge in learning and assessment contexts. Second, assessment quality requires alignment, validity, appropriate stimuli and cognitive demands, fairness, scoring consistency, and quality review. Third, assessment development requires a systematic management cycle to ensure that planning, implementation, evaluation, and follow-up processes are conducted in a directed manner. Fourth, MGMP has the potential to strengthen professional collaboration in assessment development and quality assurance. The review also identified several challenges, including disparities in assessment literacy, limited time, a tendency for collaboration to be administrative in nature, and suboptimal follow-up on assessment results. Based on these findings, the study formulates a conceptual model that links PAI-BP competencies, literacy-numeracy integration, assessment quality standards, management processes, MGMP collaboration, and continuous evaluation. This model provides a conceptual contribution to strengthening PAI-BP assessment management and developing teachers’ professional collaboration, while also serving as a framework that requires further testing through empirical research.