The Role Of Humanistic Theory In Authentic Assessment Of The Affective Domain In Islamic Education Learning

Abstract

The presence of humanistic theory implemented in Islamic Religious Education learning can serve as an alternative for comprehensive assessment by involving the affective aspect. The method used in this research is literature review, examining 18 articles from journals related to Google Scholar. The results of this study reveal the significant role of humanistic theory in assessing the affective domain applied in Islamic Religious Education. Through the implementation of this theory, there is an improvement in the assessment of the affective domain because students develop a sense of responsibility towards themselves and their environment. Based on this research, it can be concluded that humanistic theory leads to successful learning processes as students gain a better understanding of themselves and their surroundings, enabling them to actualize the values of the subject effectively.