SCENARIO BASED ASSESSMENT OF RELIGIOUS MODERATION AND ETHICAL REASONING IN S2 PAI UNZAH

Abstract

This article proposes scenario-based assessment for evaluating religious moderation and ethical reasoning in the S2 PAI Program at Universitas Islam Zainul Hasan Genggong. Values-related learning outcomes are often assessed through attitude checklists or general statements that do not reveal how students reason when principles, interests, and consequences conflict. Using qualitative descriptive library research, the study integrates authentic assessment, ethical decision-making, oral assessment, religious moderation, and Islamic education literature. The findings indicate that carefully constructed scenarios can elicit students' abilities to identify stakeholders, recognize value tensions, interpret relevant Islamic sources, evaluate evidence, anticipate consequences, and justify proportionate educational action. Assessment should combine written analysis with oral deliberation and use an analytic rubric covering conceptual accuracy, inclusiveness, contextual sensitivity, ethical justification, and reflective awareness. Scenarios must avoid stereotyping groups and should permit multiple defensible conclusions. The study concludes that scenario-based assessment offers stronger evidence of value-informed judgment than declarative attitude measures when tasks are authentic, criteria are transparent, and lecturers moderate discussion ethically.