Obstacles to Evaluation of Islamic Religious Education Learning in Students with Religious Background Religious

Abstract

Education plays a significant role in shaping students’ character, including fostering an understanding of diversity and religious tolerance. Islamic Religious Education (PAI) at the elementary school (SD/MI) level serves as an essential instrument for instilling the values of tolerance from an early age. However, PAI learning has often focused more on ritual practices and theological aspects than on the implementation of social, humanitarian, and multicultural values. Consequently, students’ understanding of tolerance tends to remain limited and may lead to exclusive attitudes and misconceptions about religious truth.

This study employs a literature review method by examining various academic sources related to the evaluation of Islamic Religious Education learning in the context of student diversity. The findings reveal that the current evaluation system still has several weaknesses, particularly in establishing fair assessment standards for students from diverse backgrounds and in promoting inclusive learning practices. These limitations may hinder students’ understanding of diversity and tolerance.

To address these challenges, more inclusive evaluation strategies, such as project-based learning and collaborative group discussions, are recommended to encourage contextual understanding and appreciation of diversity. Furthermore, the PAI curriculum should place greater emphasis on tolerance, respect, and harmonious coexistence. Therefore, Islamic Religious Education should function not only as a means of religious instruction but also as an effective medium for developing students’ character, promoting openness, mutual respect, and tolerance in a pluralistic society.