EVALUTION OF ISLAMIC RELIGIOUS EDUCATION LEARNING BASED ON BLOMM’S TAXONOMY

Abstract

This study attempts to analyze the use of Bloom's Taxonomy in studying Islamic Religious Education mastery to assess students' competency achievement. Bloom's Taxonomy, which has 3 main domains—cognitive, affective, and psychomotor— provides a clear basis for developing a comprehensive evaluation. Using a literature review approach, this study analyzes the results of previous studies to identify the benefits and challenges of implementing Bloom's Taxonomy in the context of Islamic Religious Education. The results of the study reveal that this taxonomy is not only successful in measuring students' abilities, but also plays an important role in shaping attitudes and skills that are in line with Islamic teachings. The application of Bloom’s Taxonomy-based evaluation can improve the quality of Islamic Religious l lerlearning, help students apply religious knowledge and values in everyday life, and support the formation of better student character.