Any types of assessment administred by Islamic Education Subject teachers should comprehensively covered three aspects namely cognitive (knowledge), psychomotoric (skills), and affective (attitude). However, assessing the affective element of a subject is not an easy task to do. This research delves into teachers' perspective regarding affective assessment and affective assessment model in Islamic Education Subject learning. This research employs an Explorative-Descriptive Qualitative approach by conducting interviews with Islamic Education Subject teachers and students. This research shows that 1) Affective assessment is critical for observing students' spiritual attitudes; 2) Affective assessment helps observe the development of students' social attitudes; 3) Affective assessment supports the student's learning performance. In the assessment process, the teachers orchestrated a closed observation model: observation checklists technique, Likert scales for self-assessment questionnaires, and portfolios by assigning tasks corresponding to the study materials that had been taught. This study concluded that the assessment models that have been used in assessing the affective aspect are inadequate. However, the assessment models are excellent and easy enough for the teacher's utilization to observe spiritual and social attitudes continuously in supporting the students' performance.

This study sought to evaluate the effectiveness of YouTube live streaming as a learning tool for students during the Covid-19 pandemic era. Using descriptive qualitative method, this study delved into the experience of 12 teachers (from Citra Nuansa Islamic Junior High School Cileungsi Bogor) in using YouTube live streaming as a media of teaching and learning. The data were obtained through interviews, observations, and documentation. The result of the study revealed that the use of YouTube live streaming has benefitted the learning process in four ways, namely increasing student learning motivation, increasing students' ability to use technology, inviting students to a real learning process, and increasing teachers' creativity. The four benefits are evidence that good learning media play an important role in improving the quality of education.

This paper examines a bit of education policy in the reform era by highlighting the periodization of the reigns of 5 presidents, starting from the transition period in the era of Prof. Dr. ing. H.B.J. Habibie [1998-1999 to President Joko Widodo, and their implications for Islamic education in Indonesia. The conclusion of this paper is that in the reform era, Islamic education in Indonesia has progressed step by step, starting with the policy of issuing regional government laws, the implication of this law is educational autonomy. Although for madrasah it has not been maximized because some of the authority is still the authority of the center. The existence of madrasas is recognized as significant and considered equal in position to other public schools with the enactment of the National Education System Law No 20 of 2003 madrasas are one unit in the national education system. The passing of the Teacher and Lecturer Law Number 14 of 2003 became a momentum to improve the quality of education, through increasing the qualifications, competence and professionalization of teachers.

Islamic education is still belatedly late to formulate itself to respond to changes and trends in the recent and future development of the world's society. This study aims to analyse the challenges of Islamic education in facing society 5.0 and what are the advantages of Islamic education in the era of society 5.0. Using a qualitative descriptive method, this study analysed various literature revolving around the topic. The analysis results showed that, Islamic education tends to be past-oriented rather than future-oriented. Therefore, the challenge is to integrate technology, 21st century skills, and curriculum with some positive character values.in facing society 5.0. Moreover, Islamic education should be equipped with several competencies: first, Islamic education should implement 4C skills (critical thinking, communication, collaboration, creativity) during the learning process. Second, Islamic education must equip students with literacy skills, not only reading, writing, and mathematical literacy, but also data literacy, technological literacy, and humanist literacy. Third, capitalizing and maximizing the advantage of Islamic values to strengthen Islamic character education to overcome the materialistic pattern of society 5.0. through instilling spiritual intelligence into students' personalities.