Problems and Strategies of Teachers in Evaluating the Independent Curriculum in IRE Subjects at SMPN 11 Muaro Jambi
DOI:
https://doi.org/10.23917/profetika.v25i03.14951Keywords:
learning evaluation, islamic religious education, independent curriculum, assessment, ire teachersAbstract
Objective: This study aims to examine the problems faced by Islamic Religious Education (IRE) teachers in carrying out learning evaluations in the Independent Curriculum, as well as identify adaptive strategies used by teachers in overcoming these various challenges at SMPN 11 Muaro Jambi. Theoretical framework: This research is based on the Independent Curriculum assessment paradigm, which emphasizes process-based assessment and learning outcomes, combined with the concept of authentic assessment and the character of IRE evaluation, which includes cognitive, affective, and spiritual dimensions holistically. Literature review: A literature review reviews the paradigm shift in evaluation in the Independent Curriculum from results-oriented to formative and sustainable assessment. In addition, the complexity of evaluation in religious education was also discussed, especially in measuring attitude and spiritual aspects that tend to be difficult to objectify and document. Method: This study uses a descriptive qualitative approach with IRE teacher subjects in grades VII, VIII, and IX. Data were collected through in-depth interviews, learning observations, and documentation, then analyzed using Miles and Huberman's interactive model. Results: The results of the study show structural and conceptual problems, such as the limitation of official training related to the evaluation of the Independent Curriculum, the reduction of IRE learning hours, and difficulties in formalizing the assessment of attitude and spiritual aspects. To overcome this, teachers apply adaptive strategies in the form of continuous observation, the use of religious activities as formative assessments, adjustments to teaching tools, and capacity building through independent learning and informal collaboration. Implications: Adequate training support and the development of flexible and contextual evaluation instruments for IRE are required. Novelty: This study affirms the evaluation of IRE as a form of negotiation between the demands of the curriculum and the character of value education, and reveals the adaptive strategies of teachers in real practice.
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