STRATEGI EVALUASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERBASIS KOGNITIF,AFEKTIF DAN PSIKOMOTORIK DI MA NIHAYATUL AMAL

Abstrak

Evaluasi pembelajaran Pendidikan Agama Islam (PAI) merupakan instrumen vital untuk mengukur ketercapaian kompetensi siswa secara holistik, mencakup aspek kognitif, afektif, dan psikomotorik. Penelitian ini bertujuan untuk menganalisis strategi pelaksanaan evaluasi di MA Nihayatul Amal serta mengembangkan instrumen penilaian sikap yang lebih objektif. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi langsung dan wawancara dengan guru PAI. Hasil penelitian menunjukkan bahwa guru telah menerapkan evaluasi berbasis tiga ranah menggunakan teknik variatif, seperti tes tulis (pilihan ganda, esai, teka-teki silang), penilaian sikap melalui observasi perilaku, tes lisan (hafalan dan storytelling), serta proyek kreatif seperti kliping tokoh Islam dan resume buku. Namun, ditemukan kendala utama berupa subjektivitas pada penilaian sikap dan karakter keislaman karena absennya rubrik penilaian yang terstruktur dan rinci. Sebagai solusi, artikel ini menawarkan pengembangan instrumen berupa rubrik penilaian sikap religius yang mencakup indikator kejujuran, adab, dan kedisiplinan yang lebih sistematis. Implementasi instrumen ini diharapkan dapat meningkatkan objektivitas guru dalam mengukur internalisasi nilai-nilai keislaman siswa di era modern.

Evaluation of Islamic Religious Education (PAI) learning is a vital instrument for measuring student competency achievement holistically, encompassing cognitive, affective, and psychomotor aspects. This study aims to analyze evaluation implementation strategies at MA Nihayatul Amal and develop a more objective attitude assessment instrument. The research method used was descriptive qualitative, with data collection through direct observation and interviews with PAI teachers. The results indicate that teachers have implemented three-domain-based evaluation using a variety of techniques, such as written tests (multiple choice, essays, and crossword puzzles), attitude assessment through behavioral observation, oral tests (memorization and storytelling), and creative projects such as clippings of Islamic figures and book summaries. However, a major obstacle identified was subjectivity in the assessment of Islamic attitudes and character due to the absence of a structured and detailed assessment rubric. As a solution, this article proposes the development of an instrument in the form of a religious attitude assessment rubric that includes more systematic indicators of honesty, etiquette, and discipline. Implementation of this instrument is expected to increase teachers' objectivity in measuring students' internalization of Islamic values in the modern era.