Kriteria Evaluasi Kurikulum dalam Pendidikan Agama Islam

Abstract

This study examines the evaluation of the Islamic Religious Education (IRE) curriculum as a strategic process to ensure the achievement of educational goals that encompass not only cognitive aspects but also affective and spiritual dimensions. The distinctive characteristics of IRE require a comprehensive and contextual evaluation approach so that the curriculum can effectively respond to students’ needs and the dynamics of education, particularly within the implementation of the Merdeka Curriculum. This research employs a qualitative approach using library research methods. Data were collected from academic books, scholarly journal articles, and official documents related to curriculum evaluation and Islamic Religious Education. Data analysis was conducted through content analysis using a thematic approach. The findings indicate that the evaluation of the IRE curriculum remains predominantly focused on administrative aspects and cognitive learning outcomes, while attitudes, values, and religious behaviors are not adequately evaluated. Therefore, an integrated use of various evaluation approaches and models is necessary to assess curriculum objectives, processes, contexts, and outcomes in a balanced manner. Curriculum evaluation in Islamic Religious Education should be positioned as a reflective and continuous instrument to support the development of a more relevant, meaningful curriculum oriented toward the formation of students’ religious character.