Abstract:
The evaluation of Islamic Education learning in many educational institutions remains dominated by
written-test instruments that emphasize the cognitive domain, causing the affective and psychomotor
domains which in fact constitute the core of Islamic Education success in shaping learners' character
and religious practice to be largely neglected (Abdillah, 2016; Sholahudin et al., 2025). This condition
becomes increasingly inadequate when confronted with the demands of the Merdeka Curriculum,
which is oriented toward competency attainment, and with the Society 5.0 era, which requires a humancentered integration of cyber space and physical space (Cabinet Office, Government of Japan, 2016).
This study aims to reconstruct a competency-based model for evaluating Islamic Education learning
through the integration of three elements authentic assessment, digital literacy, and artificial
intelligence (AI) while simultaneously offering a novel contribution in the form of a single framework
that explicitly combines these three elements, rather than treating them separately as is common in
previous studies. The study employs a qualitative library-research approach that adapts PRISMA-style
literature search and selection procedures (Page et al., 2021) to enhance methodological transparency,
drawing on primary data consisting of 40 selected national and international journal documents as well
as curriculum policy documents published over the past ten years, which were analyzed using contentanalysis techniques. The findings indicate that the reconstruction of Islamic Education evaluation must
rest on four interrelated pillars: competency as the foundation of learning outcomes, authentic
assessment as the measurement approach, digital literacy as the medium of implementation, and
artificial intelligence as an accelerator of personalization and assessment efficiency synthesized into a
conceptual model called the Integrated Islamic Education Competency Evaluation Model. This model
enables Islamic Education evaluation to address the cognitive, affective, and psychomotor domains
simultaneously, objectively, and sustainably. The implications are that Islamic Education teachers are
required to possess digital pedagogical competence and AI literacy, schools need to provide supporting
infrastructure and policies, and curriculum developers need to integrate digital-literacy indicators and AI-use ethics into Islamic Education learning outcomes. This study is expected to make a conceptual
contribution to the development of Islamic Education assessment policy that remains relevant to
contemporary demands without sacrificing the Islamic values that constitute the spirit of religious
education. |
