Revealing the Practice of Norm-referenced Assessment and Criterion-referenced Assessment in Islamic Education Learning

Azizah Putri Irmayanti; Remiswal Remiswal; Khadijah Khadijah; Syamsi Syamsi

doi:10.29300/attalim.v23i1.4327

Revealing the Practice of Norm-referenced Assessment and Criterion-referenced Assessment in Islamic Education Learning

Azizah Putri Irmayanti, Remiswal Remiswal, Khadijah Khadijah, Syamsi Syamsi

Abstract

ENGLISH:

Objective: This study aims to reveal and analyze the application of Norm-Referenced Assessment (NRA) and Criterion-Referenced Assessment (CRA) in Islamic education. Methods: This research uses descriptive qualitative methods, data collection using observation, interviews, and documentation studies. Data analysis uses reduction, presentation, and conclusion techniques. Results: Islamic religious education teachers at SMPN 24 Padang have applied norm-referenced assessment in the learning process and criterion-referenced assessment in certain aspects, such as attitude and skills assessment. Conclusion: While both can improve academic understanding, there is still a need to integrate these two assessment methods with a more holistic approach that measures cognitive ability and develops students' Islamic character. Contribution: The research improves the quality of Islamic religious education learning assessment according to the demands of the applicable curriculum.

INDONESIAN:

Tujuan: Penelitian ini bertujuan untuk mengungkap dan menganalisis penerapan Norm-Referenced Assessment (NRA) dan Criterion-Referenced Assessment (CRA) dalam konteks pendidikan Islam. Metode: Penelitian ini menggunakan metode kualitatif deskriptif, pengumpulan data menggunakan observasi, wawancara dan studi dokumentasi. Analisis data menggunakan teknik reduksi, penyajian dan penarikan kesimpulan. Hasil: Guru pendidikan agama islam di SMPN 24 Padang tlah menerapkan penilaian acuan norma dalam proses pembelajaran dan menerapkan penilaian acuan kriteria pada aspek tertentu seperti penilaian sikap dan keterampilan. Kesimpulan: Meskipun keduanya dapat meningkatkan pemahaman akademis, namun masih ada kebutuhan untuk mengintegrasikan kedua metode penilaian ini dengan pendekatan yang lebih holistik, yang tidak hanya mengukur kemampuan kognitif, tetapi juga mengembangkan karakter Islam siswa. Kontribusi: Penelitian berkontribusi sebagai bahan pertimbangan dalam upaya meningkatkan kualitas penilaian pembelajaran pendidikan agama islam sesuai dengan tuntutan kurikulum yang berlaku.

Keywords

Norm-referenced Assessment, Assessment Practices, Islamic education

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DOI: http://dx.doi.org/10.29300/attalim.v23i1.4327