Evaluation of Islamic Religious Education Learning Based on Multiculturalism in Realizing Inclusive Religious Education

Abstract

This study aims to analyze the concept, implementation, and contribution of multiculturalism-based Islamic Religious Education (PAI) learning evaluation in realizing inclusive religious education. The approach used was qualitative, using library research, through a review of various relevant literature sources. Data analysis was conducted descriptively and analytically, examining the concept of learning evaluation, multicultural education theory, and the principles of inclusive education. The results indicate that multiculturalism-based PAI learning evaluation is a holistic assessment process, encompassing cognitive, affective, and psychomotor aspects, with an orientation toward the values ​​of tolerance, empathy, justice, and respect for diversity. The evaluation was implemented through authentic and contextual assessment techniques, such as attitude observation, project assessment, portfolios, contextual tests, and self-reflection, which allow for a more comprehensive measurement of student abilities. This evaluation has also been shown to contribute to shaping inclusive attitudes, strengthening religious moderation, and improving students' social skills in a multicultural environment. Thus, multiculturalism-based Islamic Religious Education (PAI) learning evaluation serves not only as a tool for measuring learning outcomes but also as a strategic instrument for building inclusive and humanistic Islamic religious education. Therefore, the development of innovative evaluation instruments, improvement of teacher competency, and continuous support from educational policies are necessary.