Insights and Experiences of Indonesian Senior High School Teachers in Implementing Affective Assessment Model in Islamic Education Subject

Any types of assessment administred by Islamic Education Subject teachers should comprehensively covered three aspects namely cognitive (knowledge), psychomotoric (skills), and affective (attitude). However, assessing the affective element of a subject is not an easy task to do. This research delves into teachers’ perspective regarding affective assessment and affective assessment model in Islamic Education Subject learning. This research employs an Explorative-Descriptive Qualitative approach by conducting interviews with Islamic Education Subject teachers and students. This research shows that 1) Affective assessment is critical for observing students’ spiritual attitudes; 2) Affective assessment helps observe the development of students’ social attitudes; 3) Affective assessment supports the student’s learning performance. In the assessment process, the teachers orchestrated a closed observation model: observation checklists technique, Likert scales for self-assessment questionnaires, and portfolios by assigning tasks corresponding to the study materials that had been taught. This study concluded that the assessment models that have been used in assessing the affective aspect are inadequate. However, the assessment models are excellent and easy enough for the teacher’s utilization to observe spiritual and social attitudes continuously in supporting the students’ performance.