VARIETY OF PAI LEARNING EVALUATIONS: MEASURING SPIRITUALITY AND ACADEMIC SUCCESS

Abstract

This study aims to analyze the variety of evaluations in Islamic Religious Education (PAI) learning, both in terms of spirituality and academics. Evaluation not only functions to measure students' knowledge of Islamic teachings, but also to assess the extent of internalization of religious values in their daily lives. This study uses a qualitative method with a descriptive-analytical approach. Data were collected through observation, interviews with PAI teachers, and documentation studies related to evaluation instruments used in schools. The results of the study indicate that PAI learning evaluations are carried out in two main aspects: (1) Academic evaluation, which includes written tests, project assignments, and oral exams, used to measure students' cognitive understanding of the Qur'an, hadith, fiqh, and Islamic history. (2) Spirituality evaluation, which includes observations of worship practices, students' social behavior in the school environment, and their involvement in religious activities. These findings indicate that most schools emphasize academic evaluation more, while spirituality evaluation is still qualitative and less objectively measurable. Therefore, this study recommends the development of a more systematic spirituality evaluation instrument so that the assessment process becomes more comprehensive. Thus, Islamic Religious Education learning is not only aimed at producing students who are intellectually intelligent, but also have a strong Islamic character.