Integrating Local and Spiritual Values in Affective Assessment: Strategies of Islamic Religious Education Teachers
DOI:
https://doi.org/10.33367/ji.v15i3.8388Keywords:
Affective Assessment, Character Education, Culturally Responsive Pedagogy, Islamic Religious Education TeacherAbstract
Affective assessment in Islamic Religious Education (IRE) plays a strategic role in shaping students’ character holistically and contextually. However, little is known about how IRE teachers integrate local and spiritual values into assessment practices at the junior high school level. This study uses a qualitative approach with an instrumental case study involving four IRE teachers at a public junior high school in Bandung. Data were collected through semi-structured interviews, classroom observations, and document analysis. Findings show that affective assessment was implemented through adaptive strategies grounded in local cultural values such as someah (hospitality and respect) and silih asih (mutual care and compassion). These practices were reinforced by reflective and collaborative approaches, revealing contextual and sustainable dimensions of affective assessment. This study contributes to the literature by demonstrating how local and spiritual values enrich affective assessment in IRE and offers a novel perspective on contextualized character education. Practical implications include the need for standardized affective assessment instruments, continuous professional development for teachers, and integration of affective assessment into curriculum policy as a transformative pedagogical tool.
References
Abdillah, Hilman Taufiq, Endis Firdaus, Makhmud Syafe’i, Nurti Budiyanti, and Yusuf Ali Tantowi. “Religious Character-Based Inclusive Education In General Course For Difabel Students At University.” Jurnal Pendidikan Islam 11, no. 1 (2025): 189–203. https://doi.org/10.15575/jpi.v11i1.44011.
Arsiah, Zul, Farah Perwitasari, Siska Lismayanti, et al. Profil Satuan Pendidikan Dengan Capaian AKM Tinggi Pada Jenjang SMA/SMK/MA/Sederajat. Jakarta, 2024.
Bembenutty, Hefer. “Sustaining Motivation and Academic Delay of Gratification : Analysis and Applications.” Theory Into Practice 0, no. 0 (2021): 1–31. https://doi.org/10.1080/00405841.2021.1955555.
Budiyanti, Nurti, Kokom St Komariah, Wawan Hermawan, Jenuri, and Pandu Hyangsewu. “Impact Of The Ulu Al-Ilm Model On Six Domains Of Student Learning Outcomes In Islamic Religious Education.” Jurnal Pendidikan Islam 10, no. 1 (2024): 113–24. https://doi.org/10.15575/jpi.v10i1.33225.
Campbell, Steve, Melanie Greenwood, Sarah Prior, et al. “Purposive Sampling: Complex or Simple? Research Case Examples.” Journal of Research in Nursing 25, no. 8 (2020): 652–61. https://doi.org/10.1177/1744987120927206.
Casel. “Casel’s SEL Framework.” CASEL’S SEL FRAMEWORK: What Are the Core Competence Areas and Where Are They Promoted?, 2020. https://casel.org/wp-content/uploads/2020/12/CASEL-SEL-Framework-11.2020.pdf.
Dinamarca, Robinson, and Verónica Yáñez-Monje. “From Theory To Practice: Development Of Metacognition, Self-Regulation And Self-Assessment Strategies In General Chemistry Laboratories In University Education.” European Public and Social Innovation Review 9 (June 2024): 1–21. https://doi.org/10.31637/epsir-2024-1326.
Direktorat Jenderal Pendidikan Dasar dan Menengah. Evaluasi Penguatan Pendidikan Karakter (PPK). Jakarta, 2020.
Elmi, Chiara. “Integrating Social Emotional Learning Strategies in Higher Education.” European Journal of Investigation in Health, Psychology and Education 10 (August 2020): 848–58. https://doi.org/10.3390/ejihpe10030061.
Fotopoulou, Eleni, Èlia López Cassà, Lydia Mavraidi, et al. “EduCardia: A Modern Technology-Powered Methodology for the Assessment and Improvement of Social and Emotional Competencies of Students in K12 Schools.” IEEE Access 13 (January 2025): 10786–804. https://doi.org/10.1109/ACCESS.2025.3529120.
Frye, Katherine E., Delaney L. Boss, Christopher J. Anthony, Hanxiang Du, and Wanli Xing. “Content Analysis of the CASEL Framework Using K–12 State SEL Standards.” School Psychology Review 53, no. 3 (2024): 1–141. https://doi.org/10.1080/2372966X.2022.2030193.
Guo, Pengyue, Nadira Saab, Lysanne S Post, and Wilfried Admiraal. “A Review of Project-Based Learning in Higher Education : Student Outcomes and Measures.” International Journal of Educational Research 102, no. 101586 (2020): 1–13. https://doi.org/10.1016/j.ijer.2020.101586.
Jasminto, Jasminto, and Siti Rofi’ah. “Moderation , Character , and Pesantren Traditions : Actualization of KH . Hasyim Asy ’ Ari ’ s Ideas in Islamic Religious Education.” Urwatul Wutsqo: Jurnal Studi Kependidikan Dan Keislaman 14, no. 1 (2025): 159–79. https://doi.org/10.54437/juw.
Johansson, Veslemøy Maria Fossum, and Marte Karoline Herrebrøden. “Cultivating Inclusive Schools: The Role of Extended Professional Learning Communities.” Educational Research, Routledge, August 2025, 1–19. https://doi.org/10.1080/00131881.2025.2548263.
Kadyrova, Gulnur, Meruert Serik, Zhannur Issina, and Kyrmyzy Yessenova. “Enhancing Reflective Language Learning Through Digital Tools: A Comparative Case Study in Kazakhstani Middle Schools.” International Journal of Learning, Teaching and Educational Research 24, no. 9 (2025): 447–67. https://doi.org/10.26803/ijlter.24.9.22.
Loureiro, Manuel, Isabel Mesquita, Ana Ramos, et al. “Flexible Training Planning Coupled with Flexible Assessment: A 12-Week Randomized Feasibility Study in a Youth Female Volleyball Team.” Children 10, no. 1 (2022): 2–19. https://doi.org/10.3390/children10010029.
Loweth, Robert P., Shanna R. Daly, Kathleen H. Sienko, and Jiangqiong Liu. “Student Reflections on Needs Finding in Community-Based Design Work.” Proceedings of the 22nd International Conference on Engineering Design (ICED19) (Netherlands) 1, no. 1 (2019): 569–78. https://doi.org/10.1017/dsi.2019.61.
Matuk, Camillia, Frankie Tam, and Jonathan Martinez. “What Do We Learn by Observing Collaborative Design Among Cross-Domain, Cross-Role Educators?” ACM International Conference Proceeding Series (New York), Association for Computing Machinery, March 9, 2019, 184–88. https://doi.org/10.1145/3311890.3311923.
Miles, Matthew B., A. Michael Hubeman, and Johnny Saldana. Qualitative Data Analysis : A Methods Sourcebook. 3rd ed. Edited by Helen Salmon, Kaitlin Perry, Kalie Koscielak, and Laura Barrett. SAGE Publications, Inc., 1994.
Nisa, Maulidya, Siti Salma Shobihah, Mokh Iman Firmansyah, Agus Fakhruddin, and Saepul Anwar. “An Affective Domain Evaluation in Islamic Education: A Perspective from Self-Determination Theory.” Progresiva : Jurnal Pemikiran Dan Pendidikan Islam 13, no. 01 (2024): 101–14. https://doi.org/10.22219/progresiva.v13i01.31509.
Nurbayan, Yayan, and Anwar Sanusi. “Integrating Character Values and EdTech Media : A Study of Arabic Teachers ’ Pedagogical Competence in Bandung Raya.” International Journal of Learning, Teaching and Educational Research 24, no. 8 (2025): 248–71. https://doi.org/10.26803/ijlter.24.8.11.
Nurhidin, Edi. “Tolerance Education and Rejuvenation of Islamic Religious Education (IRE) Learning on Independent Curriculum.” At-Tarbiyat: Jurnal Pendidikan Islam 06, no. 03 (2023): 411–25. https://doi.org/10.37758/jat.v6i3.717.
Oktarina, Nina, and Farida Kurniawati. “Assessing Teachers’ Social Emotional Competence: A Systematic Review.” Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 9, no. 1 (2025): 285–94. https://doi.org/10.31004/obsesi.v9i1.6792.
Ortiz, María Olivia, Tamires De Lima Sousa Santos, Ana Regina Noto, and Claudia Berlim De Mello. “Kindness Curriculum: Cultural Adaptation and Feasibility Study for The Brazilian Context.” Revista de Estudios e Investigación En Psicología y Educación 10, no. 1 (2023): 128–46. https://doi.org/10.17979/reipe.2023.10.1.9537.
Pahlevi, Muhammad Syahreza, and Hafidz. “Evaluation Strategies and Approaches in Learning on the Islamic Education Evaluation Development Book.” Islamic Management: Jurnal Manajemen Pendidikan Islam 8, no. 1 (2025): 39–52. https://doi.org/10.30868/im.v7i02.7737.
Prenger, Rilana, Cindy L. Poortman, and Adam Handelzalts. “The Effects of Networked Professional Learning Communities.” Journal of Teacher Education 70, no. 5 (2019): 441–52. https://doi.org/10.1177/0022487117753574.
Priestley, Mark., Gert. Biesta, and Sarah. Robinson. Teacher Agency : An Ecological Approach. Cetak Ulang. Bloomsbury Academic, 2015.
Rajaram, Kumaran. “Assessment, Assessment Rubrics and Feedback.” In Learning Intelligence: Innovative and Digital Transformative Learning Strategies. Springer Nature Singapore, 2023. https://doi.org/10.1007/978-981-19-9201-8_9.
Rodriguez-Hermandez, Antonio, Joaquin Sepulveda-Aravena, and Mariela Melgarejo-coronel. “The "Emorality ” of Caring : Validation of an Empirical Model of the Moral Feelings of Affective Care in Teaching Communities.” Behavioral Sciences 14, no. 983 (2024): 1–23. https://doi.org/10.3390/bs14110983.
Rohmah, Firda Nazilatur. “Implementasi Manajemen Pembelajaran PAI & Budi Pekerti Dalam Menanamkan Nilai-Nilai Profil Pelajar Pancasila Di SMP Negeri 1 Plumpang Tuban.” In Αγαη, vol. 15. no. 1. Universitas Islam Negeri Maulana Malik Ibrahim, 2024.
Smith, Mario R., and Erica Munnik. “The Development of the Conceptual Construct Validity Appraisal Checklist.” African Journal of Psychological Assessment 5, no. 0 (2023): 1–10. https://doi.org/10.4102/ajopa.v5i0.121.
Sugiyono, Sugiyono. Metode Penelitian Kuantitatif Kualitatif Dan R&D. 19th ed. Alfabeta, 2013.
Teknologi, Kementerian Pendidikan Kebudayaan Riset dan. “Survei Karakter Asesmen Nasional.” Pusmendik, 2022. https://pusmendik.kemdikbud.go.id/an/page/survei_karakter.
Tomlinson, Carol A., and Tonya R. Moon. Assessment and Student Success in a Differentiated Classroom. Cetak Ulang. ASCD, 2013.
Trimulyaningsih, Nita, M. A. Subandi, and Kwartarini W. Yuniarti. “The Process of Spiritual Transformatioto Attain Nafs Al-Muṭmaʾinnah in Islamic Psychology.” HTS Teologiese Studies / Theological Studies 80, no. 1 (2024). https://doi.org/10.4102/hts.v80i1.8526.
Tussey, Jill, and Leslie Haas. Handbook of Research on Supporting Social and Emotional Development Through Literacy Education. Edited by Jill Tussey and Leslie Haas. IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7464-5.
Vijayalakshmi, M, Preeti Patil, and Girish Karikatti. “Effective Assessment Strategies for Project-Based Learning.” Journal of Engineering Education Transformations 36, no. Special (2022): 154–60. https://doi.org/10.16920/jeet/2022/v36is1/22187.
Wylie, E. Caroline, and Christine J. Lyon. “Developing a Formative Assessment Protocol to Support Professional Growth.” Educational Assessment 25, no. 4 (2020): 314–30. https://doi.org/10.1080/10627197.2020.1766956.
Yang, Chunyan, Jin Hyung Lim, Xueqin Lin, Ella Rho, and Quennie Dong. “An Initial Validation of Transformative Social and Emotional Learning (SEL) Competencies Scale Among Asian American Pacific Islander (AAPI) Teachers.” School Psychology Review 54, no. 2 (2025): 250–65. https://doi.org/10.1080/2372966X.2024.2355670.
Yang, Xuexue. “Implementation of Informal Formative Assessment in An Elementary Math Classroom: A Case Study.” International Electronic Journal of Elementary Education 16, no. 2 (2023): 207–23. https://doi.org/10.26822/iejee.2024.326.
Yin, Robert K. Case Study Research Design and Methods. 5th ed. Edited by Vicki Knight, Jessica Young, Kaiie Koscielak, Brittany Bauhaus, and Gillian Dickens. SAGE Publications, Inc., 2014.
Zengin, Erdal. “The Development and Validation of the Spiritual Values Scale for Primary School Children in the Turkish Context.” Journal of Religion and Health 64 (July 2025): 3003–25. https://doi.org/10.1007/s10943-025-02378-4.
Zulkifli, Zulkifli, Agus Pahrudin, Agus Jatmiko, and Koderi Koderi. “Konsep Dan Teori Kurikulum PAI Di Sekolah Dan Madrasah.” Jurnal Ilmiah Education Global 5, no. 4 (2024): 1578–93. https://doi.org/10.55681/jige.v5i4.3383.
Abstract
Views:
77, 
PDF downloads: 32
Published
Issue
Section
License
Copyright (c) 2025 Silvia Siti Rachmawaty, Saepul Anwar, Hilman Taufiq Abdillah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
