Abstract
This study investigates the difficulties in assessing learning within Islamic education and seeks to enhance assessment methodologies for improved educational outcomes. Employing a qualitative descriptive methodology, it reviews current literature and collects insights from experienced educators via interviews. The data is sourced from academic literature, school evaluation documents, and direct teacher experiences, analyzed through classification frameworks and document evaluations. The results indicate deficiencies in evaluation planning, particularly regarding the assessment of affective and psychomotor skills, as schools predominantly emphasize cognitive evaluations like written tests. The study underscores the necessity for more comprehensive approaches, including behavioral observations and interactive assessments, to achieve a more equitable evaluation framework. It supports competency-based models that encapsulate the ethical and behavioral dimensions crucial to Islamic education. By broadening academic dialogues on the assessment of religious education, the study presents actionable recommendations for educators aiming to enhance their methodologies. Future inquiries should investigate teacher training, technology incorporation, and interdisciplinary collaboration to develop more effective evaluation strategies. Tackling institutional obstacles and implementing adaptive assessment practices will ensure that students cultivate both academic competence and robust moral character.
Keywords: Educational Goal Achievement, Educational Outcomes, Islamic Education, Learning Evaluation.