Evaluasi Kurikulum Pendidikan Agama Islam (PAI) dalam Meningkatkan Efektivitas Pembelajaran dan Pembentukan Karakter Peserta Didik
Main Article Content
Deri Putra
Julhadi
Penelitian ini bertujuan untuk menganalisis evaluasi kurikulum Pendidikan Agama Islam (PAI) sebagai instrumen strategis dalam peningkatan mutu pembelajaran dan pembentukan karakter peserta didik di era transformasi pendidikan modern. Fokus kajian diarahkan pada konsep, tujuan, ruang lingkup, langkah-langkah, prinsip, serta tantangan evaluasi kurikulum PAI melalui pendekatan systematic qualitative review berbasis analisis literatur internasional dan dokumen kurikulum. Data dianalisis menggunakan thematic content analysis untuk mengidentifikasi pola konseptual dan temuan empiris terkait efektivitas penerapan model evaluasi Tyler, CIPP, dan taksonomi Bloom dalam konteks pendidikan agama. Hasil kajian menunjukkan bahwa evaluasi kurikulum PAI harus dilaksanakan secara komprehensif meliputi tujuan, materi, pelaksana, proses pembelajaran, hasil belajar, serta dampak terhadap penguatan nilai religius dan karakter peserta didik. Evaluasi berbasis prinsip kesinambungan, objektivitas, komprehensivitas, dan akuntabilitas serta berlandaskan nilai Islam terbukti mampu menghadirkan proses pembelajaran agama yang lebih bermakna dan transformatif. Penelitian juga menemukan bahwa tantangan utama evaluasi kurikulum PAI mencakup keterbatasan kompetensi profesional guru, keterbatasan waktu, heterogenitas karakter peserta didik, dan pengaruh budaya digital, yang menegaskan perlunya reformasi evaluasi berbasis data serta inovasi metodologis. Secara keseluruhan, penelitian ini merekomendasikan penguatan sistem evaluasi kurikulum yang adaptif, reflektif, dan berkelanjutan untuk meningkatkan kualitas pendidikan agama Islam dan mencetak generasi berakhlak mulia di tengah dinamika perkembangan global.
Abdullah, R., & Osman, N. (2022). Teacher competency and curriculum implementation in religious education. Journal of Education and Learning, 11(4), 52–66. https://doi.org/10.5539/jel.v11n4p52
Al-Fadhli, S., & Rehman, A. (2022). Strategic planning in curriculum evaluation: Challenges and opportunities. International Journal of Educational Reform, 31(4), 389–406. https://doi.org/10.1177/10567879221090245
Alhija, F. (2020). Continuous assessment and instructional improvement in contemporary education. Assessment in Education, 27(3), 289–303. https://doi.org/10.1080/0969594X.2020.1781098
Al-Khalidi, H., & Ahmad, I. (2021). Curriculum evaluation practices in religious education: A contemporary review. Journal of Curriculum Studies Research, 3(2), 45–67. https://doi.org/10.46303/jcsr.2021.12
Brandon, J., & Smith, C. (2021). Objective-based curriculum evaluation and its implications for learning outcomes. Journal of Educational Research and Practice, 11(4), 112–129. https://doi.org/10.5590/JERAP.2021.11.4.09
D’Souza, M., & Rodrigues, S. (2023). Integrating affective and psychomotor domains in religious and values-based education. Journal of Moral Education, 52(3), 389–407. https://doi.org/10.1080/03057240.2023.2194127
Fernandes, M., & Teixeira, A. (2020). Rethinking curriculum content in religion-based education. British Journal of Religious Education, 42(3), 345–359. https://doi.org/10.1080/01416200.2019.1699806
Idris, N., & Jamal, A. (2023). Authentic assessment in Islamic education and character formation. Journal of Moral and Islamic Studies, 55(2), 188–203. https://doi.org/10.1080/13617672.2022.2115598
Jones, D., & Stanley, G. (2022). Re-envisioning curriculum evaluation in values-based education. International Journal of Educational Development, 92, 102598. https://doi.org/10.1016/j.ijedudev.2022.102598
Jones, M., & Charteris, J. (2021). Evidence-informed curriculum review and analysis practices in contemporary education. Curriculum Perspectives, 41(3), 267–281. https://doi.org/10.1007/s41297-021-00153-y
Kim, Y., & Kim, H. (2023). Triangulated evaluation approaches in values-based education. Educational Review, 75(2), 145–164. https://doi.org/10.1080/00131911.2021.2001456
Kyngäs, H. (2020). The application of content analysis in nursing science research. Springer. https://doi.org/10.1007/978-3-030-30199-6
Lee, M., & Lee, J. (2020). Curriculum effectiveness and the role of systematic evaluation in educational improvement. Educational Assessment, 27(4), 289–306. https://doi.org/10.1080/10627197.2020.1843925
Luo, S., & Yang, P. (2022). Fairness and objectivity in modern curriculum assessment. Journal of Curriculum Evaluation, 19(2), 145–162. https://doi.org/10.1080/02671522.2022.2084522
Moroney, T., & Thakur, S. (2023). Transforming curriculum evaluation through reflective decision-making frameworks. Journal of Educational Change, 24(1), 92–110. https://doi.org/10.1007/s10833-022-09437-1
Mustaffa, R., & Santosa, T. (2021). Comprehensive assessment in faith-based education: Implications for character development. Journal of Moral Education, 50(4), 521–538. https://doi.org/10.1080/03057240.2021.1938712
Mutair, A., & Al Nojaidi, M. (2023). Systematic evaluation in education: Implications for curriculum reform. Education and Information Technologies, 28(2), 2053–2074. https://doi.org/10.1007/s10639-022-11268-5
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
Qureshi, S., & Khan, A. (2023). Assessment and evaluation practices in Islamic education: Challenges and future directions. Journal of Beliefs & Values, 44(1), 78–94. https://doi.org/10.1080/13617672.2022.2077564
Rahman, A., & Abdullah, N. (2022). Evaluating curriculum effectiveness through reflective educational practices. International Journal of Instruction, 15(2), 215–232. https://doi.org/10.29333/iji.2022.15213a
Sahin, A., & Khalid, M. (2022). Character development outcomes in faith-based educational systems. Journal of Research in Character Education, 18(1), 45–63.*
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Stewart, A., & Nicol, R. (2022). Reporting frameworks in educational evaluation. Assessment in Education, 29(4), 521–538. https://doi.org/10.1080/0969594X.2022.2025432
Stewart, G., & Jones, A. (2023). Accountability and transparency in educational evaluation. International Journal of Educational Research, 121, 102152. https://doi.org/10.1016/j.ijer.2023.102152
Vaismoradi, M., Turunen, H., & Bondas, T. (2020). Content analysis and thematic analysis: Implications for conducting qualitative descriptive studies. Qualitative Health Research, 30(6), 1013–1021. https://doi.org/10.1177/1049732319901677
Yusuf, I., & Adebayo, A. (2021). Curriculum evaluation and decision-making in contemporary educational systems. Educational Evaluation Review, 36(1), 45–62. https://doi.org/10.1016/j.evalrev.2021.102106
Zawacki-Richter, O., Kerres, M., & Bedenlier, S. (2020). Systematic evaluation frameworks in digital and values-based curriculum development. Computers & Education, 157, 103985. https://doi.org/10.1016/j.compedu.2020.103985
