Problematika Strategi dan Asesmen Sejarah Kebudayaan Islam dalam PAI Sekolah Dasar
DOI:
https://doi.org/10.61104/dz.v4i2.9085Keywords:
Sejarah Kebudayaan Islam, Pendidikan Agama Islam, Strategi Pembelajaran, Asesmen Autentik, Sekolah Dasar.Abstract
Materi Sejarah Kebudayaan Islam dalam Pendidikan Agama Islam sekolah dasar seharusnya menjadi ruang pengenalan kisah sejarah, keteladanan tokoh, nilai perjuangan, dan ibrah yang dekat dengan kehidupan peserta didik. Akan tetapi, kajian literatur dan dokumen kurikulum menunjukkan bahwa materi ini masih sering dipahami sebagai hafalan tokoh, tempat, peristiwa, dan urutan kronologi, sementara strategi pembelajaran dan asesmen belum selalu mendukung pemahaman historis yang reflektif. Penelitian ini bertujuan menganalisis problematika strategi dan asesmen pembelajaran materi Sejarah Kebudayaan Islam dalam PAI sekolah dasar serta merumuskan rekomendasi perbaikannya. Penelitian menggunakan pendekatan kualitatif melalui kajian literatur dan studi dokumen. Data diperoleh dari artikel ilmiah terbitan 2020-2026, dokumen kurikulum, panduan pembelajaran dan asesmen, serta kajian tentang PAI, pembelajaran aktif, pembelajaran kontekstual, asesmen autentik, asesmen formatif, dan asesmen afektif. Hasil kajian menunjukkan bahwa problem strategi tampak pada dominasi narasi satu arah, rendahnya kontekstualisasi, lemahnya aktivitas inquiry, dan minimnya media visual-digital reflektif. Problem asesmen tampak pada dominasi tes kognitif, keterbatasan umpan balik formatif, serta belum optimalnya penggunaan portofolio, jurnal refleksi, peta konsep, timeline, rubrik bercerita, dan proyek sederhana. Artikel ini merekomendasikan penyelarasan strategi aktif-kontekstual dengan asesmen autentik-reflektif agar pembelajaran SKI bergerak dari hafalan kronologis menuju pemahaman bermakna, refleksi moral, dan pembentukan karakter.
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