Learning Assessment Strategies for Islamic Religious Education to Enhance Student Engagement

Abstract

Learning assessment not only serves to measure learning outcomes but can also function as a learning strategy when the results are used as the basis for providing feedback and follow-up. This is particularly important in Islamic Religious Education (PAI) because learning outcomes encompass knowledge, attitudes, and skills that require diverse forms of assessment. This study aims to analyze teachers’ strategies in conducting PAI learning assessments and their relationship with student engagement at Al-Qolam Muhammadiyah Junior High School in Gemolong. The study employs a qualitative approach with a descriptive case study design. Data were collected through observation, interviews, and documentation involving PAI teachers, the principal, the vice principal for curriculum, and students in grades 7–9. Data were analyzed through data condensation, data presentation, drawing conclusions, and verification, with data validity ensured through triangulation and member checking. The findings indicate that assessment is integrated into instruction through formative questions, assignment assessments, activity observations, discussions and presentations, religious practice, and digital assessment. Student engagement was more evident when assessments provided opportunities to answer questions, ask questions, discuss, practice, and receive feedback. Implementation was supported by teacher competencies and institutional support, while student heterogeneity, time constraints, and parental involvement posed challenges. Translated with DeepL.com (free version). Its implementation is supported by teacher competence and institutional support, while the heterogeneity of student abilities, time constraints, and parental involvement pose challenges. The novelty of this research lies in the interpretation of Islamic Education evaluation as a pedagogical strategy that links assessment, feedback, and student participation. These findings imply the need for diverse, contextual, and learning-oriented evaluations.