Exploring Cognitive Domain Assessment Practices in Islamic Religious Education Learning at The Elementary School Level
DOI:
https://doi.org/10.15575/atthulab.v11i1.54421Keywords:
Bloom’s Taxonomy, Cognitive Assessment, Elementary School, Islamic Religious Education, Merdeka CurriculumAbstract
While cognitive assessment is crucial, elementary Islamic Religious Education (IRE) faces a specific pedagogical crisis: a severe disconnect between students' theoretical religious knowledge and actual moral behavior, exacerbated by curriculum overload and rigid evaluation metrics. This study analyzes the cognitive assessment ecosystem of Islamic Education learning to reveal how teachers understand, implement, strategize, and utilize assessment results in a public elementary school in Bandung. Employing a qualitative instrumental case study, five IRE teachers were purposively selected ensuring variation in teaching experience and grade levels to capture the full spectrum of cognitive developmental phases and guarantee data representativeness. Data were gathered via interviews, observations, and document analysis. Moving beyond the extensively researched finding that assessments stagnate at lower cognitive levels, this study reveals a novel epistemological dynamic: teachers pragmatically navigate the misalignment between heavy curriculum demands and students' cognitive readiness by implicitly merging cognitive evaluations with affective mechanisms and behavioral tracking. Resolving this crisis requires a transformative policy shift. Policymakers must systematically redesign the IRE assessment framework into an integrative-authentic model that formally bridges cognitive achievement with character actualization, empowering teachers as adaptive pedagogical designers.
References
Adiyono, A., Fadhilatunnisa, A., Rahmat, N. A., & Munawarroh, N. (2023). Islamic Religious Education Learning Outcomes Evaluation: Implementation of Steps, Concepts and Solutions in Public Elementary School. Al-Ishlah: Jurnal Pendidikan, 15(4). https://doi.org/10.35445/alishlah.v15i4.4384
Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as Professional Learning Communities: What Can Schools Do to Support Professional Development of Their Teachers? Professional Development in Education, 47(4), 684–698. https://doi.org/10.1080/19415257.2019.1665573
Alafnan, M. A. (2025). Enhancing Educational Outcomes Using AlAfnan Taxonomy: Integrating Cognitive, Affective, and Psychomotor Domains. International Journal of Evaluation and Research in Education, 14(3), 2419–2437. https://doi.org/10.11591/ijere.v14i3.33147
Alhunaini, S., Osman, K., & Abdurab, N. (2020). The Development and Validation of Assessment Practices of Mathematical Thinking (APMT) Instrument. Jurnal Pendidikan Malaysia, 45(02), 1–13. https://doi.org/10.17576/jpen-2020-45.02-08
Amirudin, N., Anwar, K., Ifadah, A. S., Sya’bani, M. A. Y., & Basri, H. (2025). Analysis of Learning Evaluation Issues Affecting Educational Goal Achievement in Islamic Education. International Research Journal of Multidisciplinary Scope, 6(4), 299–312. https://doi.org/10.47857/irjms.2025.v06i04.05800
Anwar, S., Supriadi, U., & Hermawan, W. (2021). Analisis Instrumen Tes Kognitif Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti di SD: Aspek Substansi, Konstruksi, Bahasa, dan High Order Thinking Skill. Jurnal Pendidikan Agama Islam, 19(1), 2021. https://ejournal.upi.edu/index.php/taklim/article/view/40789/pdf
Ashoumi, H., Rofi’ah, L. I., & Sabilah, F. N. (2024). Madrasah Religious Culture on Students’ Religious Moderation Attitude: Quantitative Correlation at MAN 1 Jombang. PALAPA: Jurnal Studi Keislaman Dan Ilmu Pendidikan, 12(1), 78–94. https://doi.org/10.36088/palapa.v12i1.4731
Assyakurrohim, D., Ikhram, D., Sirodj, R. A., & Afgani, M. W. (2022). Metode Studi Kasus dalam Penelitian Kualitatif. Jurnal Pendidikan Sains Dan Komputer, 3(01), 1–9. https://doi.org/10.47709/jpsk.v3i01.1951
Baroroh, U., & Hamani, T. (2022). Development of Authentic Assessment in Islamic Religious Education in Elementary School. Nazhruna: Jurnal Pendidikan Islam, 5(3), 940–955. https://doi.org/10.31538/nzh.v5i3.2380
Borualogo, I. S., Wahyudi, H., & Kusdiyati, S. (2020). Bullying Victimisation in Elementary School Students in Bandung City.
Budiharso, T., Solikhah, I., Armadi, S., & Wandana, R. (2024). Using Bloom’s Taxonomy in Rubrics for Assessing Writing and Speaking Skills. Novitas-ROYAL, 18(2), 146–159. https://doi.org/10.5281/zenodo.13860992
Caro, M. F., Flórez, E. P., & Muñoz, I. C. (2026). A Formal Model for Assessing the Learning Outcomes of Academic Programs. Evaluation and Program Planning, 114, 1–12. https://doi.org/10.1016/j.evalprogplan.2025.102644
Cera, R., Mancini, M., & Antonietti, A. (2013). Relationships Between Metacognition, Self-Efficacy and Self-Regulation in Learning. ECPS - Educational, Cultural and Psychological Studies, (7), 115–141. https://doi.org/10.7358/ecps-2013-007-cera
Che Mat, N., & Jamaludin, K. A. (2024). Effectiveness of Practices and Applications of Student-Centered Teaching and Learning in Primary Schools: A Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 13(3), 1–20. https://doi.org/10.6007/ijarped/v13-i3/21733
Chodijah, M. (2019). Bullying Behavior Among Elementary School Students In East Bandung Region. Indigenous: Jurnal Ilmiah Psikologi, 3(2), 51–56. https://doi.org/10.23917/indigenous.v3i2.6057
Cortoni, I. (2025). Analysis of Digital Capital for Social Inclusion in Educational Context. British Educational Research Journal, 51(2), 533–553. https://doi.org/10.1002/berj.4087
Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The Case Study Approach. BMC Medical Research Methodology, 11(1), 1. https://doi.org/10.1186/1471-2288-11-100
Dimyathi, M. S., Thabrani, H. M., Syairozi, N. M., Wibowo, W., & Fatihunnada. (2025). The Cognitive-Pedagogical Link: Working Memory Strategies and The Enhancement of Qur’an Memorization and Retention. Jurnal Pendidikan Islam, 11(2), 376–389. https://doi.org/10.15575/jpi.v11i2.44968
Diseth, Å. (2025). Reflection Notes as A Tool for Professional Development of Pre-Service Psychology Teachers. Reflective Practice, 26(6), 821–831. https://doi.org/10.1080/14623943.2025.2504139
Epinasti, G., Slamet, S. T. Y., & Yamtinah, S. (2021). Teacher’s Perception towards Assessing of Higher Order Thinking Skills (HOTS) in Elementary Schools. ACM International Conference Proceeding Series, 1–7. https://doi.org/10.1145/3516875.3516980
Firmansyah, F., Ahmad Subagyo, & Muhamad Sofian Hadi. (2025). Competency-Based Islamic Education Curriculum Development Policy. Journal of Educational Management Research, 4(2), 441–453. https://doi.org/10.61987/jemr.v4i2.943
Hadiastriani, Y., Djarot, P., & Chemistry, V. I. (2024). Bibliometric Insights into Assessment Practices in The Merdeka Curriculum: Identifying Opportunities for New Assessment Development. JSEP (Journal of Science Education and Practice), 8(1), 14–39. https://doi.org/10.33751/jsep.v8i1.9652
Hidayat, R., Sujadi, I., Siswanto, & Usodo, B. (2023a). Description of Assessment: Assessment for Learning and Assessment as Learning on Teacher Learning Assessment. Journal of Education Research and Evaluation, 7(4), 653–661. https://doi.org/10.23887/jere.v7i4.59950
Hidayat, R., Sujadi, I., Siswanto, & Usodo, B. (2023b). Description of Assessment: Assessment for Learning and Assessment as Learning on Teacher Learning Assessment. Journal of Education Research and Evaluation, 7(4), 653–661. https://doi.org/10.23887/jere.v7i4.59950
Im, S. (2025). Targeted Assessment of Hypothesis Testing Skills Using Cognitive Diagnostic Models: Implications for Formative Practice. International Journal of Educational Research, 134, 1–16. https://doi.org/10.1016/j.ijer.2025.102801
Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs Summative Assessment: Impacts on Academic Motivation, Attitude Toward Learning, Test Anxiety, and Self-Regulation Skill. Language Testing in Asia, 12(1), 1. https://doi.org/10.1186/s40468-022-00191-4
Katsantonis, I., & McLellan, R. (2023). Students’ Voices: A Qualitative Study on Contextual, Motivational, and Self-Regulatory Factors Underpinning Language Achievement. Education Sciences, 13(8), 1–23. https://doi.org/10.3390/educsci13080804
Khotib Al Chariz, A., Tubagus Idris M, M., Kumalasari, D., Azizah, N., & Habibah, O. (2023). Implementation of the Use Of ICT Technology for Cognitive Assessment in Islamic Education Learning at the Elementary School. JURNAL HURRIAH: Jurnal Evaluasi Pendidikan Dan Penelitian, 4(4), 387–395. https://doi.org/10.56806/jh.v4i4.163
Kothari, C. R. . (2004). Research Methodology : Methods & Techniques. New Age International (P) Ltd.
Krupar, A., & D’Sa, N. (2024). Measuring Learning During Crises: Developing and Validating The Holistic Assessment of Learning and Development Outcomes (HALDO). International Journal of Educational Research Open, 6, 1–14. https://doi.org/10.1016/j.ijedro.2024.100320
Larsen, T. M., Endo, B. H., Yee, A. T., Do, T., & Lo, S. M. (2022). Probing Internal Assumptions of the Revised Bloom’s Taxonomy. CBE Life Sciences Education, 21(4), 1–12. https://doi.org/10.1187/cbe.20-08-0170-CORRECTION
Le, T. T., & Pham, T. T. (2025). A Duoethnographic Study of Writing-With as a Mode of EFL Teacher Professional Development Practice in the Age of AI. International Journal of Computer-Assisted Language Learning and Teaching, 15(1), 1–16. https://doi.org/10.4018/IJCALLT.388557
Lemos, G. C., Guisande, M. A., & Almeida, L. S. (2025). Cognitive Abilities and School Achievement: Addressing Challenges Across Adolescence. Journal of Intelligence, 13(2), 1–24. https://doi.org/10.3390/jintelligence13020021
Li, H. (2025). Reflective Practice for Pre-Service Teachers’ Professional Development. SAGE Open, 15(3), 1–13. https://doi.org/10.1177/21582440251363136
Liu, K., & Lahoz, E. A. (2024). Impact of Learning Styles on Students’ Retention of Information. International Journal of Education and Humanities, 17(1), 207–213. https://doi.org/https://doi.org/10.54097/0qpvve72
Maharjan, B., Sunar, K., Dahal, N., Pant, B. P., & Kumar Manandhar, N. (2025). Connecting The Dots: Teachers’ Reflective Practices for Developing Self-Efficacy, Emancipation, and Empowerment. Journal of Interdisciplinary Studies in Education, 14(2), 66–89. https://doi.org/https://doi.org/10.32674/s23av333
Maksum, G., Muhtolib, Mahmurudin, Sulaeman, Pertiwi, W., Gazali, H. A., Husna, R., Jannah, Z., Supriadi, A., Istiqomah, Attamimi, M., Fahmi, A. S., Ali, S., & Srihati, D. (2025). Religious Values as Foundations of Education: Insights from Teachers’ Perspectives. Research Journal in Advanced Humanities, 6(3), 1–22. https://doi.org/10.58256/tb06n075
Masalimova, A. R., Zheltukhina, M. R., Sergeeva, O. V., Kosarenko, N. N., Tsomartova, D. A., & Smirnova, L. M. (2024). Science Teaching in BRICS: A Systematic Review of Pedagogical Approaches and Challenges. Eurasia Journal of Mathematics, Science and Technology Education, 20(4), 1–17. https://doi.org/10.29333/ejmste/14434
Maslani, M., Basyari, Z. A. S., Rohmatulloh, R., & Nuroh, L. (2023). Implementation of Character Education in Islamic Education. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 9(1), 521–531. https://doi.org/10.29210/1202322884
McConnell, M., Boyer, J., Montplaisir, L. M., Arneson, J. B., Harding, R. L. S., Farlow, B., & Offerdahl, E. G. (2021). Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning. CBE Life Sciences Education, 20(2), 1–9. https://doi.org/10.1187/cbe.20-09-0218
Meeuwissen, K., Logan, T., Highfield, K., & Pino-Pasternak, D. (2025). Does Play Belong in Primary Schools? Australian Teachers’ Perspectives. Australian Journal of Education, 69(2), 164–179. https://doi.org/10.1177/00049441251355982
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis. In Sustainability (Switzerland) (3rd ed.). SAGE Publications.
Miller, A. J. (2017). Auditory, Visual, Kinesthetic-Tactile, and Multi-Sensory Modalities: A Quantitative Study of How Preferred Modalities Create More Effective Teaching and Learning Environments. Journal of Neuroscience and Behavioral Health, 9(1), 1–9. https://doi.org/10.5897/jnbh2016.0138
Mustofa, I., & Hamdi, M. M. (2022). Proposisi Pengelolaan Asesmen Hasil Belajar dalam Pengendalian Mutu Pendidikan. Intizam : Jurnal Manajemen Pendidikan Islam, 6(1), 18–34. http://ejournal.staida-krempyang.ac.id/index.php/intizam/article/view/685
Nakar, S., & Trevarthen, R. (2024). Investigating VET Teachers’ Experiences During and Post COVID. Policy Futures in Education, 22(8), 1748–1770. https://doi.org/10.1177/14782103241238489
Nakkula, M., & Toshalis, E. (2025). Student Engagement, Motivation, and Assessment: A Critical Triad Requiring Critical Reform. In Culturally Responsive Assessment in Classrooms and Large-Scale Contexts: Theory, Research, and Practice (1st Edition, pp. 34–51). Taylor and Francis. https://doi.org/10.4324/9781003392217-4
Nasir, A. H. (2022). Revitalizing the Values of Mercy Education Through Religious Education Learning in the National Curriculum in Indonesia. Tadibia Islamika, 2(2), 74–86. https://doi.org/10.28918/tadibia.v2i2.6249
Nilamsari, N. (2014). Memahami Studi Dokumen dalam Penelitian Kualitatif. WACANA: Jurnal Ilmiah Ilmu Komunikasi, (2), 177–181. https://journal.moestopo.ac.id/index.php/wacana/article/view/143/88
Otaya, L. G., Yahiji, K., Rasimin, R., Rahmawati, R., Imtihan, N., & Muhamad, N. Bin. (2025). Assessment of Techers’ Ability to Develop HOTS-BASED Test Items: A GRM Analysis. Jurnal Ilmiah Peuradeun, 13(3), 1995–2018. https://doi.org/10.26811/peuradeun.v13i3.1555
Pedapati, K. (2022). Piagetian and Vygotskian Concepts of Cognitive Development: A Review. Indian Journal of Mental Health, 9(3), 1–13. https://doi.org/10.30877/IJMH.9.3.2022.227-239
Pérez-Jorge, D., González-Herrera, A. I., Alonso-Rodríguez, I., & Rodríguez-Jiménez, M. del C. (2024). Challenges and Opportunities in Inclusive Education with ICT: Teachers’ Perspectives in the Canary Islands during the COVID-19 Pandemic. Education Sciences, 14(3), 1–14. https://doi.org/10.3390/educsci14030283
Petersen, C. I., Baepler, P., Beitz, A., Ching, P., Gorman, K. S., Neudauer, C. L., Rozaitis, W., Walker, J. D., & Wingert, D. (2020). The Tyranny of Content: “Content Coverage” as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It. CBE Life Sciences Education, 19(2), 1–10. https://doi.org/10.1187/cbe.19-04-0079
Priawasana, E., & Subiyantoro, S. (2024). Evaluating the K-13 Versus Merdeka Curriculum : Impacts on Primary, Junior, and Senior High School Education in Indonesia. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 10(3), 859. https://doi.org/10.33394/jk.v10i3.12060
Rathner, J. A., & Schier, M. A. (2017). The Impact of Flipped Classroom Andragogy on Student Assessment Performance and Perception of Learning Experience in Two Advanced Physiology Subjects. Advances in Physiology Education, 44(1), 111. https://doi.org/https://doi.org/10.1152/advan.00125.2019
Remesal, A., & Estrada, F. G. (2023). Synchronous Self-Assessment: First Experience for Higher Education Instructors. Frontiers in Education, 8, 1–15. https://doi.org/10.3389/feduc.2023.1115259
Romlah, R., Rosidin, U., & Pramudiyanti, P. (2025). Development of Cognitive and Non-Cognitive Diagnostic Assessment Instruments in Differentiation Learning For Class IV Primary School. Journal of Innovation and Research in Primary Education, 4(2), 281–291. https://doi.org/10.56916/jirpe.v4i2.1231
Siregar, A. Y., & Murhayati, S. (2024). Metodologi Studi Kasus dalam Penelitian Kualitatif:Kajian Konsep, Desain, dan Manfaatnya. Jurnal Pendidikan Tambusai, 8(1), 45305–45314. https://jptam.org/index.php/jptam/article/view/21801/15329
Sirianansopa, K. (2024). Evaluating Students’ Learning Achievements Using The Formative Assessment Technique: A Retrospective Study. BMC Medical Education, 24(1), 2–7. https://doi.org/10.1186/s12909-024-06347-5
Steyer, L., Gleit, R., Hawkins, C., Provençal, M., Pearman, F., & Obradović, J. (2025). Informal Exclusionary Discipline Practices in US Schools: Recent Evidence and Policy Considerations. Child Policy Nexus, 38(1–3), 3–22. https://doi.org/10.1002/sop2.70000
Sulaeman, J., Djubaedi, D., Nurhayati, E., Fatimah, S., & Rosidin, D. N. (2023). Islamic Religious Education Holistic-Integrative Learning in Elementary School. International Journal of Social Science and Human Research, 06(03). https://doi.org/10.47191/ijsshr/v6-i3-51
Supriyanto, A., Wibowo, M. E., Mulawarman, & Japar, M. (2024). An Integrative Literature Review: Design and Stages of Peace Group Counselling as Peace Counselor/Educator Strategies for Fostering a Peace Mindset. Journal of Education and Learning, 18(4), 1412–1421. https://doi.org/10.11591/edulearn.v18i4.21524
Uludağ, O. (2025). The Immediate and Delayed Effects of Direct Versus Indirect Written Corrective Feedback on Turkish EFL Learners’ Accuracy Development in Using Past Counterfactual Conditionals. East European Journal of Psycholinguistics, 12(1), 286–310. https://doi.org/10.29038/eejpl.2025.12.1.ulu
Warsah, I., Morganna, R., Warsah, B. A. A., & Warsah, B. H. H. (2024). Islamic Psychology-Based Educational Strategies for Student Character Development. AJIS: Academic Journal of Islamic Studies, 9(2), 305–354. https://doi.org/10.29240/ajis.v9i2.11326
Woltran, F., Lindner, K. T., Dzojic, T., & Schwab, S. (2022). Will–Skill–Tool Components as Key Factors for Digital Media Implementation in Education: Austrian Teachers’ Experiences with Digital Forms of Instruction during the COVID-19 Pandemic. Electronics (Switzerland), 11(12), 1–16. https://doi.org/10.3390/electronics11121805
Wu, X. V., Enskär, K., Pua, L. H., Heng, D. G. N., & Wang, W. (2016). Development and Psychometric Testing of Holistic Clinical Assessment Tool (HCAT) for Undergraduate Nursing Students. BMC Medical Education, 16(1), 1–9. https://doi.org/10.1186/s12909-016-0768-0
Wulandari, G. A. P. T. W., Putrayasa, I. B., & Martha, I. N. (2023). Efektivitas Asesmen Diagnostik dalam Pembelajaran Berdiferensiasi pada Pelajaran Bahasa Indonesia. Nusantara: Jurnal Pendidikan Indonesia, 3(3), 433–448. https://doi.org/10.14421/njpi.2023.v3i3-5
Yin, R. K. (2014). Case Study Research Design and Methods. In SAGE Publications (5th ed.). SAGE Publications.
Yıldız, T. (2025). From Constructivism to Cultural Cognition: A Comparative Analysis of Piaget, Vygotsky, and Tomasello’s Theories of Cognitive Development. HUMANITAS - Uluslararası Sosyal Bilimler Dergisi, 13(25), 411–429. https://doi.org/10.20304/humanitas.1601228
Yusoff, S. M., Lijie, H., & Basal, M. H. (2025). Investigating The Influence of Pedagogical Content Knowledge on Formative Assessment Practices in Islamic Religious Education of Malaysian Secondary Schools. International Journal of Asia-Pacific Studies, 21(2), 89–113. https://doi.org/10.21315/ijaps2025.21.2.5
Zana, F. M., Sa’dijah, C., Susiswo, Anwar, L., & Zulnaidi, H. (2024). Curriculum and Teacher Assessment Practices in Mathematics Learning: Alignment with Higher Order Thinking Skills in Indonesian Secondary School. Journal on Mathematics Education, 15(4), 1311–1334. https://doi.org/10.22342/jme.v15i4.pp1311-1334
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Risa Melinda Septiani, Saepul Anwar, Ganjar Eka Subakti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
