DIFFICULTIES IN ASSESSING AFFECTIVE ASPECTS IN LEARNING ISLAMIC RELIGIOUS EDUCATION (PAI)

Abstract

The assessment of affective aspects in Islamic Religious Education (PAI) learning is one of the significant challenges faced by educators in schools because of its nature which is not easily measured quantitatively. This study aims to identify various obstacles that arise in the affective assessment process and examine the strategies that have been implemented by teachers in an effort to optimize the evaluation. The method used in this study is a descriptive qualitative approach with data collection through in-depth interviews, direct observation in class, and analysis of supporting documents such as assessment rubrics and evaluation reports. The results of the study indicate that the main obstacles encountered include the lack of clarity in assessment standards, the tendency for subjectivity in evaluation, limited time to conduct comprehensive observations, and the lack of special training for educators. In addition, this study also reveals several innovative strategies that have been implemented, such as the use of structured assessment rubrics, the application of repeated observations, collaboration between teachers, and the involvement of parents in the evaluation process. These findings are expected to contribute to the development of a more objective and standardized affective assessment system in PAI learning.