Integrating Spirituality into the Evaluation Framework of Islamic Religious Education

Decky Saputra; Eva Latipah

doi:10.25217/jf.v9i2.6546

Authors

Decky Saputra Sekolah Tinggi Agama Islam Negeri Bengkalis, Indonesia
Eva Latipah Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia

DOI:

https://doi.org/10.25217/jf.v9i2.6546

Keywords:

Dimension of Spirituality, Islamic Religious Education, Learning Evaluation

Abstract

Learning evaluation is an essential component of the educational process, particularly in the context of Islamic Religious Education (IRE), which aims to nurture individuals who are religious and possess noble character. To date, the practice of evaluating IRE in many schools has largely focused on cognitive aspects, while the dimension of spirituality—the core of Islamic education—has often been overlooked. This study aims to examine the urgency and implementation of the spirituality dimension in the evaluation of IRE learning at primary schools in Bengkalis Regency. Employing a quantitative-descriptive approach, the study involved a population of IRE teachers from 30 public and private primary schools. A purposive sample of 60 teachers was selected. Data were collected through a closed-ended questionnaire based on a spirituality scale developed from the following indicators: awareness of God’s presence, sincerity, moral responsibility, and students’ inner transformation. The data were analyzed using descriptive statistics (percentages and means). The findings reveal that 82% of teachers acknowledge the importance of spiritual evaluation; however, only 41% consistently integrate it into their daily assessment practices. Most teachers (67%) admitted difficulties in measuring spiritual aspects objectively and systematically. Evaluation remains dominated by written tests and behavioral observations, with no explicit spiritual rubric. This study recommends the development of contextual spiritual evaluation instruments, teacher training in authentic spirituality-based assessment, and policy support from educational stakeholders to position the spirituality dimension as a central pillar of IRE evaluation. The study affirms that the success of IRE cannot be adequately measured by exam scores alone, but rather by the extent to which students experience genuine spiritual appreciation and transformation.

References

Al-Attas, S. M. N. (1979). Islam and Secularism. Kuala Lumpur: ABIM. Google

Al-Attas, S. M. N. (1980). The concept of education in Islam: A framework for an Islamic philosophy of education. Kuala Lumpur: ISTAC. Google

Al-Ghazali. (2010). Ihya’ Ulum al-Din (Vol. I–IV). Beirut: Dar al-Fikr. Google

Berliner, D. C., & Gage, N. L. (1988). Educational psychology (4th ed.). Boston: Houghton Mifflin. Google

Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-Hill. Google

Cottingham, J. (2005). The spiritual dimension: Religion, philosophy and human value. Cambridge University Press. https://doi.org/10.1017/CBO9780511614866

Dorney, K. (2025). Faith and Fitness: A New Materialist Methodology and Analysis of Spiritually Based Fitness Discourse on Instagram (Doctoral dissertation, University of Guelph). Google

Fatoni, M. H., & Subando, J. (2024). The important role of learning evaluation for improving the quality of Islamic education: A literature study. Jurnal Penelitian Pendidikan Islam, 12(2), 223-240. Google

Kementerian Agama Republik Indonesia. (2020). Panduan penilaian pendidikan agama Islam pada kurikulum merdeka. Jakarta: Direktorat Jenderal Pendidikan Islam. Google

Kistoro, H. C. A. (2024). Spiritualitas sebagai dimensi tersembunyi dalam evaluasi pembelajaran agama. Jurnal Pendidikan Agama Islam Nusantara, 12(1), 33–45. Google

Latipah, E. (2021). Effective teaching in psychological perspective: PAI teacher knowledge and skills. Jurnal Pendidikan Agama Islam, 18(2), 215–226. https://doi.org/10.14421/jpai.2021.182-01

Latipah, E. (2021). Psikologi Pendidikan. Yogyakarta: Pustaka Pelajar. Google

Latipah, E., Hasan, N., & Rokhimawan, M. A. (2023). Curriculum reconstruction: Alignment of profile, body of knowledge, and learning outcomes of the Indonesian Islamic Education study program. Jurnal Pendidikan Agama Islam, 20(1), 1–19. https://doi.org/10.14421/jpai.v20i1.7756

Muhaimin. (2020). Rekonstruksi pendidikan Islam: Dari paradigma menuju aksi. Jakarta: Raja Grafindo Persada. Google

Muhaimin. (2023). Evaluasi afektif dan spiritual dalam kurikulum pendidikan Islam. Jurnal Tarbiyah Islamiyah, 9(1), 21–39. Google

Nata, A. (2010). Pendidikan Islam di Era Globalisasi. Jakarta: Kencana. Google

Nata, A. (2021). Evaluasi batin dalam pendidikan agama Islam. Jurnal Pendidikan Islam Kontemporer, 10(2), 55–67. https://doi.org/10.32832/tadibuna.v10i3.5203

Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass. Google

Peterson, C., Louwagie, K., & Baker, Z. (2024). An Embedded Mixed Methods Evaluation Of Session 3135 ( Symposium ). Google

Santrock, J. W. (2011). Educational psychology (5th ed.). New York: McGraw-Hill. Google

Shevchenko, Y., Moskalyova, L., Kanarova, O., & Poznanska, O. (2019). Development of a System for Improving Future Teachers’ Readiness for the Child’s Spiritual and Moral Development in a Cross-Cultural Space. Journal of History Culture and Art Research, 8(4), 251-261. https://doi.org/10.7596/taksad.v8i4.2352

Sukiman. (2022). Pengembangan instrumen evaluasi spiritualitas dalam pendidikan Islam. Jurnal Ilmu Pendidikan Islam, 10(1), 67–80. Google

Tisdell, E. J. (2003). Exploring spirituality and culture in adult and higher education. San Francisco: Jossey-Bass. Google

Woolfolk, A. (2011). Educational psychology (11th ed.). Boston: Pearson. Google

Zuhdi, M. (2015). Evaluasi spiritual dalam pendidikan Islam: Analisis pendekatan dan implementasi. Jurnal Pendidikan Agama Islam, 3(1), 45–60. Google