Authentic Assessment Techniques on Cognitive Aspects in Islamic Religious Education Learning at Elementary School Level

Abstract

The teacher does not correctly and adequately understand the implementation of a valid assessment, so students do not understand the implementation of a valid assessment. This study aims to analyze how authentic assessment techniques on cognitive aspects are used by Islamic religious education teachers in elementary schools. The type of research used is qualitative research with a descriptive approach. This research uses a case study design because the researcher will reveal in-depth or analyze the research problem to obtain more specific results. The subjects in the study were one teacher of Islamic religious education and two students. The data collection used is primary and secondary sources. The primary sources used were observation, interviews, and documentation, while the secondary sources were reputable books and journals that matched the themes discussed. The data analysis using descriptive-analytic is divided into three stages, namely the critical analysis stage, critical interpretation, and concluding. The results of this study are several authentic assessment techniques on cognitive aspects used by Islamic religious education teachers, including written tests, oral tests, and assignments. This assessment technique is used to get a complete picture of student competencies in the realm of knowledge and can be used as a measuring tool for learning success so that assessment has an essential role in education.

Optimizing Assessment for Learning in Islamic Education through Authentic and Diagnostic Assessment : A Systematic Literature Review

“…In 2021-2022, research spanned diverse applications such as cognitive diagnostic assessments (Tang & Zhan, 2021;Zhan et al, 2021), physics learning (Önder Çelikkanlı & Kızılcık, 2022), and various fields including English learning (Abdulaal et al, 2022), statistics education (Maas et al, 2022), employability (Sokhanvar et al, 2021), doctoral education (Keenan & Stewart-Wells, 2021), engineering (Sampath Kumar et al, 2022), and Islamic education (Achmad & Prastowo, 2022;Baroroh & Hamani, 2022;Hamdi & Muslimah, 2022).…”

“…However, traditional assessment methods, such as exams, which primarily assess the cognitive domain, are still prevalent in Islamic education, posing challenges (Baroroh & Hamani, 2022;Gebril, 2016). The lack of understanding among Islamic Religious Education teachers regarding valid assessment practices is another significant challenge (Achmad & Prastowo, 2022;Hamdi & Muslimah, 2022).…”

Manajemen Pembelajaran Nahwu Sharaf Menggunakan Metode Tamyiz Pada Masa Pandemi Covid 19

“…Kegiatan pembelajaran merupakan interaksi yang dilakukan oleh dua pihak yaitu, guru dan siswa. Dalam interaksi tersebut terjadi komunikasi yang interns dan terarah menuju suatu target yang telah ditetapkan (Achmad & Prastowo, 2022;Tarwi & Naimah, 2022).…”

Evaluasi Pelaksanaan Pembelajaran Ilmu Pengetahuan Alam Dan Sosial (Ipas) Dalam Kurikulum Merdeka Sekolah Dasar

“…In the assessment of learning outcomes, it is aligned with the curriculum model designed, focusing on the development of creative thinking skills based on three main components: knowledge, attitude, and skills for elementary school students (Safaei et al, 2021). Assessment is a form of evaluation conducted by a teacher or educator to measure the level of achievement of students' capacities or abilities in the field of information, including memory or recognition, understanding, application, examination or investigation, synthesis, and evaluation (Hasyim Achmad & Prastowo, 2022). Competency-based education assessments should create opportunities for students to integrate learning and practice, thus resulting in the mastery of professional skills that students will need in their future workplaces.…”