The Concept of Educational Evaluation in Islamic Perspective

Umi Septina Anggraheni; Abid Nurhuda; Syukron Ni’am; Siti Jaroyatun Ni’mah

doi:10.66325/nusantaraeducation.v2i2.65

Authors

Umi Septina Anggraheni Pascasarjana UNU Surakarta, Indonesia
Abid Nurhuda Pascasarjana UNU Surakarta, Indonesia
Syukron Ni’am Pascasarjana UNU Surakarta, Indonesia
Siti Jaroyatun Ni’mah Pascasarjana UNU Surakarta, Indonesia

DOI:

https://doi.org/10.66325/nusantaraeducation.v2i2.65

Keywords:

Concept, Educational Evaluation, Islamic Perspective

Abstract

Evaluation is a fundamental instrument for measuring the achievement of goals in any organized activity, particularly in education. Within the Islamic tradition, evaluation occupies a central position, as reflected in the practices of the Prophet Muhammad in guiding, assessing, and refining the understanding and conduct of his companions. This study aims to explore and articulate the concept of educational evaluation from an Islamic perspective, emphasizing its philosophical foundations and practical implications. This research adopts a qualitative design using a literature study approach. Data were collected through documentation of classical Islamic texts, prophetic traditions, and contemporary scholarly works on Islamic education. The analysis was conducted using content analysis to identify key themes, principles, and frameworks related to evaluation. This method allows for a systematic and in-depth interpretation of normative sources and their relevance to modern educational contexts. The findings indicate that educational evaluation in Islam is inherently comprehensive and integrative, encompassing cognitive (knowledge), affective (attitudes), and psychomotor (skills) dimensions. These aspects are not treated in isolation but are viewed as interconnected components of holistic human development. The Prophet’s evaluative practices demonstrate a balanced approach, combining moral guidance, intellectual assessment, and behavioral observation. Evaluation, therefore, is not merely a tool for measuring outcomes but also a process of nurturing ethical character and spiritual awareness. This study contributes to the academic discourse by offering a conceptual framework for Islamic educational evaluation that aligns with both classical teachings and contemporary pedagogical needs. It highlights the relevance of prophetic models in developing a more holistic, value-based evaluation system capable of addressing the complexities of modern education.

References

Arifin, H. M. (2006). Ilmu Pendidikan Islam. Bina Aksara.

Arikunto, S. (1993). Dasar-Dasar Evaluasi Pendidikan. PT Bumi Aksara.

Azami, Y. S., Nurhuda, A., & Murjazin, M. (2023). Reactualizing The Meaning Of Tasawuf: An Introduction To Education. Nusantara Education, 2(2), Article 2.

Baihaqi. (2022). Upaya Guru Madrasah Dalam Membentuk Kedisiplinan Pelajar Di Madrasah Aliyah Swasta Amaliyah Tanjung Tiga. Nusantara Education, 1(1), Article 1.

Bukhari, U. (2012). Hadis Tarbawi Pendidikan dalam Perspektif Hadis. Amazah.

Enramika, T., Mubarokah, Z. A., & Hardiyanti, P. (2023). Development of Canva Application-Based Arabic Learning Media to Improve The Skills of 21st Century Educators. Nusantara Education, 2(1), Article 1.

Hidayat, N. (2023). Implementation of Multicultural Islamic Religious Education at Madrasah Aliyah Negeri Seluma, Bengkulu. Nusantara Education, 2(1), Article 1.

Khiyaroh, A., Syafii, M. I., Mutia, C., Mujtahid, A. F., Endah, D., & Nurhuda, A. (2023). The Influence of Jamaluddin Al-Afghani’s Pan-Islamic Movement on the Fighting Spirit of Muslims in Various Countries. Fahima, 2(1), 1–12.

Nata, A. (1997). Filsafat Pendidikan Islam. Logos Wacana Ilmu.

Nata, A. (2008). Manajemen Pendidikan, Mengatasi Kelemahan Pendidikan Islam di Indonesia. Prenada Media Group.

Nata, A. (2010). Ilmu Pendidikan Islam. Kencana.

Nurhuda, A. (2022a). Analisis Kesulitan Belajar Bahasa Arab pada Santri Nurul Huda Kartasura. Al-Fusha: Arabic Language Education Journal, 4(1), 23–29.

Nurhuda, A. (2022b). Nilai Pendidikan Karakter Dalam Film Layangan Putus 1a Produksi Md Entertainment. Jurnal Pendidikan Sosiologi dan Humaniora, 13(1), 33. https://doi.org/10.26418/j-psh.v13i1.52107

Nurhuda, A. (2022c). THE ROLE OF QOLBU MANAGEMENT IN BUILDING IDEAL MUSLIM PERSONALITY. JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian, 3(3), 64–72.

Nurhuda, A. (2023a). Obligation to Learn and Search Science from the Perspective of the Prophet’s Hadits. Edunity: Social and Educational Studies, 2(3), 405–415.

Nurhuda, A. (2023b). Peta Jalan Kehidupan Yang Tak Terlupakan (Maret). The Journal Publishing.

Nurhuda, A. (2023c). PROPHETIC MISSION AND ISLAMIC EDUCATION IN SURAH SABA’: 28 AND AL-ANBIYA’: 107. 4(1), 108–116.

Nurhuda, A., Ansori, I. H., & Ab, T. E. S. B. E. (2023). THE URGENCY OF PRAYER IN LIFE BASED ON THE AL-QUR’AN PERSPECTIVE. LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan, 17(1), 52–61.

Nurhuda, A., & Prananingrum, A. V. (2022). Empowerment of Children in Dawung, Matesih, Karanganyar Village Through Educational Classes in the Time of Covid-19. Journal of Educational Analytics, 1(1), 61–70.

Ramayulis. (2008). Ilmu Pendidikan Islam. Kalam Mulia.

Ramayulis, & Nizar, S. (2009). Filsafat Pendidikan Islam: Telaah Ssistem Pendidikan dan Pemikiran Para Tokoh. Kalam Mulia.

Rosyadi, K. (2004). Pendidikan Profetik. Pustaka Pelajar.

Rusyan, T. (1992). Pendekatan dalam Proses Belajar Mengajar. PT REMAJA ROSDAKARYA.

Samsurrijal, A. (2022). Permainan Tradisional Indonesia Sebagai Media Penanaman Nilai Moral Pada Siswa: Sebuah Studi Literatur. Nusantara Education, 1(1), Article 1.