Development of an Integrated Learning Evaluation Management Model for Early Childhood Islamic Education

Abstract

Evaluation in Islamic Early Childhood Education (IECE) plays a crucial role in ensuring the holistic development of children, encompassing cognitive, social-emotional, moral, spiritual, and motor aspects. However, evaluation practices in many IECE institutions remain fragmented, unsystematic, and insufficiently integrated into learning management. This article aims to develop an integrated learning evaluation management model that aligns with the characteristics and principles of Islamic early childhood education. The study employs a qualitative approach through library research, analyzing relevant literature on learning evaluation, early childhood education, educational management, and Islamic education. The findings indicate that an integrated evaluation management model consists of four main stages: evaluation planning, implementation of authentic and formative assessment, data analysis and documentation of children’s development, and follow-up actions for improving learning quality. This model emphasizes child-centered evaluation, continuous assessment, parental involvement, and the integration of Islamic values in the evaluation process. The proposed model is expected to serve as a conceptual framework for educators and institutions in managing learning evaluation more systematically, effectively, and sustainably within Islamic early childhood education settings.