PREFACE

Assessment is one of the things that must be done in a learning. Assessments in each
lesson differ from one another. As a prospective teacher, you should know deeply about the
assessment of the subjects he supports. Because the writer is a student of Islamic religious
education, the writer chooses to discuss about the assessment in Islamic religious education.

DISCUSSION

1. The definition
In the context of assessment there are several terms used, namely
measurement, assessment, and evaluation. Measurement or measurement is a process
or activity to determine the quantity of something that is numerical. Measurement is
more quantitative in nature, it is even an instrument for conducting assessments.
While the definition of assessment is the activity of measuring and estimating the
measurement results or comparing and not reaching the level of decision making.
Whereas evaluation reaches the decision making stage.
There are some opinions about these 3 terms. Some argue that evaluation and
assessment are the same thing. but there are also those who consider that the
evaluation through two previous stages, namely measurement and assessment.
The assessment in the learning of Islamic religious education, namely: An
activity to determine the level of progress of a learning in Islamic religious education.
2. Purpose and Function of Assessment
In the context of implementing education, evaluation has several objectives,
including the following:
a. To know the progress of student learning after participating in learning
activities within a certain period.
b. To find out the effectiveness of the learning method.
c. To find out the position of students in the group.
d. To obtain input or feedback for teachers and students in order to improve.
Besides having several objectives as mentioned above, assessment has a
function as a selection, placement, diagnostic, formative and summative tool to find
out the success of a process and learning outcomes. There is an explanation, as
follows:
a. Selective function, carried out for the purposes of selection, namely selecting
prospective participants of an educational institution.
b. Placement function, implemented for the purpose of placement so that
everyone (students) can participate in education at the type or level of
education in accordance with their talents and abilities.

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 c. Diagnostic function, implemented to identify learning difficulties experienced
by students.
d. Formative function, implemented to provide teacher feedback as a basis for
improving the teaching and learning process and conducting remedial or
improvement for students.
e. Summative function, implemented to determine the progress or learning
outcomes of each student.
From the description above, it can be said that assessment is one of the main
activity that must be carried out by a teacher in learning activities. With assessment or
assessment, teachers can find out the development of learning outcomes, intelligence,
special talents, interests, social relations, attitudes and personality of students.
3. Assessment Object
The main thing that must be known before making an evaluation is what
should be assessed. To answer that question, we must first look again at the function
of assessment, which is a tool to find out the success of the process and student
learning outcomes. According to Horward Kingsley, the process is an activity carried
out by students in achieving teaching objectives, while learning outcomes are abilities
possessed by students after receiving their learning experience.
In addition to Horward's opinion, there are still many other opinions about the
process and learning outcomes. Based on these opinions finally obtained the results of
an outline classification, expressed by Benjamin Bloom. Where benyamin divides it
into three domains or objects, namely cognitive, affective and psychomotor.
a. Cognitive
The cognitive domain is related to intellectual learning outcomes consist
of six aspects, namely:
i. knowledge (recalling), the ability to remember, for example:
remembering the name of the prophet
ii. understanding (comprehension), the ability to understand, for example:
inferring an exemplary story
iii. application, for example: using information to solve a problem
iv. analysis, for example analyzing readings according to recitation
v. synthesis, for example: formulating lecturer lecture results in class with
the surrounding environment
vi. and evaluation, the ability to consider what is good and what is bad.
b. AFECTIVE
The affective domain relates to attitudes and values. Some experts say that
a person's attitude can be predicted to change, if someone already has a
high level of cognitive mastery. Types of affective learning outcomes
appear in students in a variety of behaviors, such as attention to the

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 subject, discipline, motivation to learn, etc. If seen more deeply, the
lessons given lead more to the cognitive realm, however the affective
realm must still be an integral part of the learning process.
There are several types of affective domains as learning outcomes,
namely:
i. Receiving includes the awareness, desire to receive stimulus,
response, control and selection of symptoms or stimuli from outside.
ii. Responding (responding) reactions given, accuracy of actions,
feelings, etc.
iii. Evaluating (evaluating) awareness of what is given by educators.
iv. Organizing the development of norms and values.
v. Forming the characterization (characterization) of the formed value
system influences personality patterns and behavior.
c. Psychomotor
Psychomotor is an act of a person based on sentiment based on a theory
that is understood in a subject. Psychomotor learning outcomes appear in
the form of individual skills and acting abilities. The psychomotor domain
is directed to explore some movements, speech, and religious practices,
such as:
i. in ablution movements, prayer
ii. ability to read the Qur'an
iii. sayings of thayyibah (good) sentences
iv. practicing goodness, habit of dhikr, praying, and reading the
Qur'an.
The psychomotor nature skills level, namely:
i. Reflex movements (skills in unconscious movements)
ii. Skills in basic movements
iii. Perceptual ability
iv. Ability in the physical field
v. Skills movements, ranging from simple skills to complex skills
vi. Ability relating to communication.
4. Assessment Technique
There are two techniques for educational assessment in general, namely tests when it
involves right and wrong and nontest when it does not involve right and wrong. The
following outlines a number of valuation techniques according to BSNP (2007) and
the Regional Office of the Ministry of Religion of Central Java Province (2013), as an
elaboration of the test and non-test techniques with each of the features and forms
including:
a. Written assessment, is a test of questions and answers given to students in
written form. There are two forms of written test questions, namely questions
by choosing answers (such as: multiple choice, two choices (true-false),

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 match); and problems by supplying answers (such as: stuffing or completing,
short or short answers, problem description
b. Oral assessment, is a test that questions given to students and students' answers
in oral form. The form of the test is in the form of a list of questions or quizzes
in which the assessment ranges from 0-10 or 1-100.
c. Performance evaluation or practice, is an assessment carried out by observing
the activities of students in doing something, such as the practice of prayer and
the practice of reading and writing the Qur'an. This method of assessment is
considered more authentic than written tests because what is judged is more
reflect the true abilities of the students.
Assessment techniques include: check-list and rating scale. The checklist is
more practical for observing a large number of subjects, by giving check
marks to students who are competent or not competent in practical activities.
Whereas the scale assessment of the grading continuum, for example: 1 = not
good, 2 = good enough, 3 = good and 4 = very good. To minimize the
subjectivity factor, it is necessary to do an assessment by more than one person
so that the results of the assessment are more accurate.
d. Product assessment, is an assessment of the ability of students in making art
technology products and works, such as food, clothing, pictures, speech texts,
sermons, pictures, maps, clippings, synopsis, and others.
Product valuation techniques can use holistic or analytic methods. The holistic
method is based on the overall impression of the product by using the beauty
and usability criteria of the product on a score scale of 0-10 or 1-100. Whereas
the analytic method is based on aspects of the product, usually carried out on
all the criteria found at all stages of the development process, i.e. from the
preparation stage, the manufacturing stage, and the assessment stage, each was
given a score of 0–10 or 1–100 then the average was calculated.
e. Assignments, namely assessments that require students to do certain activities
outside of learning activities in class. Assignments can be given in the form of
individuals or groups. There are assignments in the form of homework or
projects. Homework is a task that must be completed by students outside of
class activities, for example solving problems and doing exercises.
f. Project appraisal, an activity of evaluating a task that must be completed
within a certain period / time. In project appraisal there are at least 3 (three)
things that need to be considered, namely management capability (such as:
topic selection, information search and time management, data collection, and

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 report writing); relevance (such as: conformity to the theme of the subject, and
consideration of the stages of knowledge / understanding of skills in learning);
and authenticity as a form of one's own work. Project appraisal is carried out
starting from the planning, the work process, to the final results of the project.
Implementation of the assessment can use assessment tools / instruments in the
form of a checklist or rating scale.
g. Portfolio assessment, is an ongoing assessment based on a collection of
information (in the form of work from the learning process that is considered
best by students) that shows the development of the ability of individual
students in a certain period. Portfolio assessment techniques in the classroom
pay attention to the following steps: the purpose of using portfolios,
determining portfolio samples to be made (bias equal bias difference),
collecting / storing the works of each student in one folder or folder, giving the
date of creation , determine the portfolio sample assessment criteria and their
weight, ask students to assess their work on an ongoing basis with the teacher
giving information about the strengths and weaknesses of the work, and how
to improve it, providing opportunities to improve with a certain period of time
for students who are not satisfied with the results of their work, scheduling
meetings to discuss portfolios.
h. Attitude assessment, which is assessed in the learning process in the form of:
attitudes towards subject matter, teacher / instructor, learning process, values
or norms, and affective competencies across the curriculum relevant to the
subject.
Attitude assessment can be done in several ways, such as: behavioral
observation, direct questions, and personal reports.
i. Journal, is a record of educators during the learning process that contains
information on the strengths and weaknesses of students relating to the
performance or attitudes of students presented descriptively.
j. Self-assessment, in which students are asked to assess themselves in relation
to the status, process, and level of achievement of the competencies learned
(cognitive, affective, and psychomotor competencies. Self-assessment is
carried out based on clear and objective criteria, with steps as follows:
determine the competency or ability aspects to be assessed, make assessment
criteria to be used, formulate an assessment format (in the form of scoring
guidelines, checklist, or rating scale), ask students to conduct a self-

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 assessment, the teacher examines the sample random assessment results to
motivate students to always carry out careful and objective self-assessments,
as well as deliver feedback to students based on the results of studies of
randomly selected assessment results Self-assessment strategies such as
Marrinawati's (2013) research findings that with strategies this is participants k
can gradually express himself by judging himself objectively being able to
show honest character, being responsible for his own judgment and confidence
in giving an assessment, while the role of the fiqh teacher continues to control
and observe the students' attitudes.
k. Peer-to-peer evaluation is an assessment technique by asking students to
express their strengths and weaknesses in various ways. For this reason, there
needs to be guidelines for peer assessment which contain indicators of
behavior being assessed. One of the assessments is by using sociometric
techniques.

As a note that, there is no one assessment tool that can collect information on
the results and learning progress of students in full. A single assessment is not enough
to provide an overview / information about the abilities, skills, knowledge and
attitudes of students. After all, the interpretation of test results is not absolute and
lasting because the child continues to develop according the learning experience he
experienced, and comprehensively when the position and role of the test results and
non-test results in parallel and accumulated in the implementation of his evaluation.

CLOSING

From this discussion, it can be seen that assessment is used as a reference in learning,
both for the teacher himself, and for the students involved. Self-assessment there are three
different domains, namely cognitive, affective, and psychomotor. For how to do assessments,
there are many techniques that can be used depending on the purpose of the assessment.

REFERENCES:

Asrul, dkk. Evaluasi Pembelajaran. 2015. Medan: Perdana Mulya Sarana.

http://www.hilman.web.id/posting/blog/827/pengertian-fungsi-dan-prosedur-evaluasi-
pembelajaran.html
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Ismanto. (2014). Evaluasi Hasil Belajar Pendidikan Agama Islam (PAI). Edukasia: Jurnal
Penelitian Pendidikan Islam. Vol. 9, No. 2, Agustus 2014.

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 Paper

The Assessment in Islamic Education

This paper is submitted to fulfillment the assignment

Course: Evaluasi Pembelajaran
Lecturer: Dr. Ruwandi, S.Pd., M.A.

Compossed by:

Asri Nurdiana 23010170131

INTERNATIONAL CLASS PROGRAM (ICP)

TEACHER TRAINING AND EDUCATION FACULTY (FTIK)
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2019