DEVELOPMENT OF A STUDENT CENTERED LEARNING BASED ASSESSMENT MODEL FOR ISLAMIC RELIGIOUS EDUCATION INTEGRATING AUTHENTIC ASSESSMENT, SELF ASSESSMENT, AND PEER ASSESSMENT AT THE GRADUATE SCHOOL OF ZAINUL HASAN GENGGONG ISLAMIC UNIVERSITY
Keywords:
Student Centered Learning, Islamic Religious Education Assessment, Authentic Assessment, Self-Assessment, Peer AssessmentAbstract
The implementation of Student-Centered Learning (SCL) in higher education requires assessment practices that promote active participation, self-reflection, collaboration, and meaningful learning. However, assessment in Islamic Religious Education (IRE) courses remains predominantly lecturer-centered, emphasizing cognitive achievement while providing limited opportunities for authentic and reflective evaluation. This study aims to develop a Student-Centered Learning-based assessment model integrating Authentic Assessment, Self-Assessment, and Peer Assessment in the Master's Program of Islamic Religious Education at the Graduate School of Zainul Hasan Genggong Islamic University. The research employed a Research and Development (R&D) approach involving needs analysis, model design, expert validation, limited trials, and model refinement. Data were collected through observations, interviews, questionnaires, and document analysis, and analyzed using qualitative and quantitative techniques. The findings indicate that the developed assessment model enhances students' critical thinking, self-regulated learning, collaborative competence, and reflective awareness while providing more comprehensive evidence of cognitive, affective, and psychomotor achievement. The model also strengthens assessment transparency and learner engagement, making it an effective framework for improving assessment quality in Islamic Religious Education at the graduate level
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Copyright (c) 2026 Halimatus Sa'diya, Ainur Rofiq Sofa, Muhammad Ichsan (Author)
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