Teachers’ Challenges in Conducting Evaluation of Islamic Religious Education Based on the Independent Curriculum

Abstract

The Implementation of the Independent Curriculum in Indonesia: Challenges in Evaluating Islamic Religious Education Learning

The implementation of the Independent Curriculum in Indonesia necessitates changes across various educational components, including the evaluation of Islamic Religious Education (PAI) learning. This curriculum emphasizes both formative and summative assessments that are designed to be more flexible, contextual, and aligned with the development of students’ competencies.

However, Islamic Religious Education teachers encounter several challenges in applying these assessment methods. These challenges include a limited understanding of formative assessment concepts, inadequate resources, and difficulties in aligning religious values with a more flexible, student-centered evaluation approach.

This study aims to identify the primary challenges faced by Islamic Religious Education teachers in evaluating learning under the Independent Curriculum and to propose strategic solutions to address these obstacles. The research method employed is a literature review, analyzing findings from academic journals and relevant educational policy documents.

The study reveals that the challenges are primarily technical, pedagogical, and administrative in nature. To address these issues, the study recommends continuous professional development for teachers, clearer policy guidance, and the provision of sufficient educational resources. These measures are essential to ensure that the evaluation of Islamic Religious Education learning under the Independent Curriculum can be carried out effectively and meaningfully.