OPTIMIZATION OF AFFECTIVE ASSESMENT IN LEARNING THE HISTORY OF ISLAMIC CULTURE

Abstract

Educational assessment covers three main domains, namely cognitive, affective, and psychomotor, which are interrelated and inseparable. Affective assessment, which focuses on students' attitudes, interests, self-concepts, values, and morals, uses a Likert-based attitude scale method consisting of 22 questions. In learning Islamic Cultural History (ISH), the main challenge lies in students' understanding of the material and low interest in the subject. This study uses a qualitative approach with literature studies to explore the affective concept and the objectives of its assessment, as well as the importance of students' understanding of Islamic history and culture. Affective assessment aims to measure the development of students' attitudes and values, which are expected to support the success of the learning process and identify factors that influence learning, in accordance with the demands of the 2013 Curriculum. In learning Islamic Cultural History, there is often a view that this subject is considered less relevant and only focuses on cognitive aspects. Monotonous teaching methods and lack of creativity from teachers are obstacles in attracting students' interest. This study aims to find a solution by implementing affective assessment, which can help teachers understand students' psychological conditions and carry out appropriate interventions. By introducing affective values ​​such as honesty, integrity, and justice, educators can be more effective in supporting the development of students' character. Through an innovative approach to affective assessment, it is hoped that students can be inspired to emulate successful figures in Islamic history, and be able to connect learning with current social and cultural phenomena. The results of this study are expected to provide a significant contribution to the implementation of the Merdeka Curriculum and improve the quality of education in the field of Islamic Cultural History.