Reconceptualizing Test Instruments in Islamic Religious Education: Integrated Written, Oral, and Performance Assessments for Holistic Evaluation
DOI:
https://doi.org/10.64420/ijitl.v3i2.586Keywords:
Assessment, Islamic religious education, Written tests, Oral tests, Performance assessments, Holistic evaluationAbstract
Background: Assessment in Islamic Religious Education (IRE) relies heavily on written tests focusing on cognitive achievements, limiting holistic evaluation of students' competencies. Objective: This article aims to reconceptualize IRE test instruments by integrating written, oral, and performance assessments into a comprehensive evaluation approach. Method: A qualitative library research method was employed, systematically analyzing scholarly literature, academic books, and educational regulations related to IRE assessment. Results: Findings demonstrate that written tests effectively measure knowledge mastery and analytical thinking. Oral tests evaluate conceptual understanding, verbal communication, and religious recitation skills. Performance assessments measure practical worship skills and daily application of Islamic values. Integrating these three instruments enables an all-encompassing evaluation across cognitive, affective, and psychomotor domains. Conclusion: Reconceptualizing IRE assessments requires a balanced, authentic evaluation system that provides accurate representations of learning outcomes while supporting the holistic development of students' religious character. Contribution: This study contributes a conceptual framework that bridges the gap in IRE evaluation literature by offering a unified multi-method assessment model to enhance educational validity and practice.
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