ETHICAL-SPIRITUAL DIGITAL ASSESSMENT IN POSTGRADUATE ISLAMIC EDUCATION: A CONCEPTUAL REVIEW

Authors

  • Luqman Hasan Mubarok Postgraduate Program in Islamic Religious Education, Universitas Islam Zainul Hasan Author
  • Ainur Rofiq Sofa Universitas Islam Zainul Hasan Genggong Probolinggo Author https://orcid.org/0000-0002-4163-0055

Keywords:

Authentic Assessment, Digital Assessment, Ethical-Spiritual Values, Islamic Religious Education, Postgraduate Education, Assessment Culture, Conceptual Review

Abstract

Assessment in postgraduate Islamic Religious Education requires more than the measurement of cognitive achievement because the field also aims to form scholarly reasoning, ethical responsibility, reflective practice, and spiritual-moral awareness. However, studies on authentic assessment, digital assessment, and Islamic education assessment are often discussed separately, leaving limited conceptual integration for postgraduate Islamic education. This article aims to formulate a conceptual framework for ethical-spiritual digital assessment in postgraduate Islamic education. It uses library research with a narrative literature review approach. Sources were selected from peer-reviewed journal articles, DOI-verified publications, publisher pages, and credible academic databases related to authentic assessment, digital assessment, evaluative judgement, online assessment, and Islamic Religious Education assessment. The analysis was conducted through thematic synthesis by grouping the literature into four themes: assessment culture, authenticity, digital mediation, and ethical-spiritual values. The study finds that ethical-spiritual digital assessment should not be understood merely as the transfer of conventional tests into online platforms. It should be designed as a culture of assessment that integrates authentic tasks, transparent criteria, formative feedback, digital literacy, academic integrity, and Islamic values such as amanah, adl, ihsan, and reflective self-accountability. The article contributes a conceptual model and practical design principles for lecturers in postgraduate Islamic education to develop assessments that are academically rigorous, digitally relevant, and spiritually meaningful.

Downloads

Download data is not yet available.

References

Ajjawi, R., Tai, J., Dollinger, M., Dawson, P., Boud, D., & Bearman, M. (2024). From authentic assessment to authenticity in assessment: Broadening perspectives. Assessment & Evaluation in Higher Education, 49(4), 499–510. https://doi.org/10.1080/02602938.2023.2271193

Al-Ulya, N. N. S., Zahidah, I. C., & Fardiyansyah, M. F. (2026). Digital assessment practices in Islamic Religious Education: Evidence from the My Alazka platform in an Indonesian Islamic primary school. Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam, 10(2), 193–208. https://doi.org/10.35316/edupedia.v10i2.8235

Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39(2), 205–222. https://doi.org/10.1080/02602938.2013.819566

Azis, A., Abou-Samra, R., & Aprilianto, A. (2022). Online assessment of Islamic Religious Education learning. Tafkir: Interdisciplinary Journal of Islamic Education, 3(1), 60–76. https://doi.org/10.31538/tijie.v3i1.114

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

Bearman, M., Nieminen, J. H., & Ajjawi, R. (2023). Designing assessment in a digital world: An organising framework. Assessment & Evaluation in Higher Education, 48(3), 291–304. https://doi.org/10.1080/02602938.2022.2069674

Bearman, M., Tai, J., Dawson, P., Boud, D., & Ajjawi, R. (2024). Developing evaluative judgement for a time of generative artificial intelligence. Assessment & Evaluation in Higher Education, 49(6), 893–905. https://doi.org/10.1080/02602938.2024.2335321

Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354

Fadlillah, N., & Kusaeri, K. (2024). Optimizing assessment for learning in Islamic education through authentic and diagnostic assessment: A systematic literature review. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 10(2), 654–667. https://doi.org/10.33394/jk.v10i2.11555

Heil, J., & Ifenthaler, D. (2023). Online assessment in higher education: A systematic review. Online Learning, 27(1), 187–218. https://doi.org/10.24059/olj.v27i1.3398

Hu, A., Liu, Q., & Daniel, B. (2025). Digital technologies in authentic assessment in higher education: A systematic literature review and narrative synthesis. SAGE Open, 15(3). https://doi.org/10.1177/21582440251357198

Lafrarchi, N. (2020). Assessing Islamic Religious Education curriculum in Flemish public secondary schools. Religions, 11(3), 110. https://doi.org/10.3390/rel11030110

Lodge, J. M., Howard, S., Bearman, M., Dawson, P., & Associates. (2023). Assessment reform for the age of artificial intelligence. Tertiary Education Quality and Standards Agency.

Nida, S., Rahmawati, N. W., Hidayat, Y., & Mandar, Y. (2025). Innovative attitude assessment in Islamic education: Techniques, instruments, and technology integration from primary to higher education. HEUTAGOGIA: Journal of Islamic Education, 5(1), 1–17. https://doi.org/10.14421/hjie.2025.51-01

Prihatin, R. P., & Hamami, T. (2022). Learning assessment model for Islamic Religious Education. Nusantara: Jurnal Pendidikan Indonesia, 2(2), 373–390. https://doi.org/10.14421/njpi.2022.v2i2-10

Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Developing evaluative judgement: Enabling students to make decisions about the quality of work. Higher Education, 76(3), 467–481. https://doi.org/10.1007/s10734-017-0220-3

Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: Creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840–854. https://doi.org/10.1080/02602938.2017.1412396

Vlachopoulos, D. (2024). A systematic literature review on authentic assessment in higher education: Best practices for the development of 21st century skills, and policy considerations. Studies in Educational Evaluation, 83, 101425. https://doi.org/10.1016/j.stueduc.2024.101425

Downloads

Published

2026-07-03

How to Cite

ETHICAL-SPIRITUAL DIGITAL ASSESSMENT IN POSTGRADUATE ISLAMIC EDUCATION: A CONCEPTUAL REVIEW. (2026). AL-MANSHUBAT: Journal of Integrated Islamic Scholarship, 1(2), 25-35. https://journal.takamulilmu.com/index.php/almanshubat/article/view/52