DEVELOPING A PERFORMANCE BASED ASSESSMENT MODEL FOR ISLAMIC RELIGIOUS EDUCATION AND ARABIC LANGUAGE LEARNING TO ENHANCE STUDENTS' COMPETENCIES

Abstract

This study aims to develop a performance-based assessment model for Islamic Religious Education (IRE) and Arabic language learning to enhance students' competencies through authentic and competency oriented assessment practices. Employing a qualitative research design with a research and development perspective, the study examines current assessment practices, identifies existing challenges, and formulates a comprehensive assessment model integrating cognitive, affective, and psychomotor domains. Data were collected through interviews, classroom observations, document analysis, and a review of relevant literature on authentic assessment and competency-based education. The findings indicate that conventional assessment practices remain predominantly focused on cognitive achievement, providing limited opportunities to evaluate students' practical skills, religious attitudes, and communicative competence in Arabic. The proposed model incorporates performance tasks, observation rubrics, project-based assessment, portfolios, and reflective evaluation to measure students' holistic learning outcomes. This model provides an innovative framework for improving assessment quality while supporting meaningful learning, higher-order thinking skills, and competency development in Islamic Religious Education and Arabic language learning