Volume II: Law, Policy, and Ecological Justice

Transformation of Technology-Based PAI Learning Assessment in the Digital Era

  • Nurhasan Universitas Singaperbangsa Karawang, Indonesia
  • Muhammad Sulaiman Universitas Terbuka, Indonesia
  • Qiqi Yuliati Zaqiah UIN Sunan Gunung Djati Bandung, Indonesia
  • Bambang Samsul Arifin UIN Sunan Gunung Djati Bandung, Indonesia

Keywords

Technology-Based Assessment, Islamic Religious Education, Digital Transformation, Learning Management System.

Abstract

This study aims to analyze the transformation of technology-based Islamic Religious Education (PAI) learning assessment in the digital era in the Islamic Religious Education Study Program, Faculty of Teacher Training and Education, Open University. The focus of the research includes the concept and implementation of technology-based assessment, the use of digital technology in the measurement of cognitive, affective, and psychomotor aspects, as well as supporting and inhibiting factors for its application. The research uses a qualitative approach with a descriptive method. Data was obtained through observations, in-depth interviews, and documentation of lecturers, students, and academics involved in the implementation of technology-based assessments. Data analysis is carried out through data reduction, data presentation, and conclusion drawing by triangulating sources and techniques to ensure data validity. The results of the study show that the transformation of technology-based PAI assessment has changed the learning evaluation paradigm from conventional assessment to a more flexible, comprehensive, and competency-oriented assessment in the 21st century. The implementation of assessments is carried out through Learning Management System (LMS), Computer Based Test (CBT), online quizzes, digital portfolios, spiritual reflection, and multimedia projects, as well as learning and religious practice videos that are able to integrate cognitive, affective, and psychomotor aspects. The successful implementation is supported by digital infrastructure, technological literacy, distance education flexibility, and institutional policies. However, there are still obstacles in the form of limited internet access, digital literacy gaps, challenges in measuring affective and spiritual aspects, and academic integrity issues. Therefore, it is necessary to strengthen infrastructure, improve digital competence, and develop authentic assessments that remain based on Islamic values.

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