KOMPETENSI GURU PENDIDIKAN ISLAM DALAM PENTAKSIRAN BILIK DARJAH: MENILAI ASPEK AMALI DAN AFEKTIF DI SEKOLAH RENDAH [COMPETENCIES OF ISLAMIC EDUCATION TEACHERS IN CLASSROOM ASSESSMENT: EVALUATING PRACTICAL AND AFFECTIVE ASPECTS IN PRIMARY SCHOOLS]

Abstract

Abstrak: Pentaksiran Bilik Darjah (PBD) telah diperkenalkan sebagai pendekatan utama dalam sistem pentaksiran berasaskan sekolah di bawah Kurikulum Standard Sekolah Rendah (KSSR). Pentaksiran bilik darjah menekankan pentaksiran formatif sebagai satu penilaian yang dilaksanakan secara berterusan dalam proses pengajaran dan pembelajaran di dalam bilik darjah bagi menilai perkembangan murid secara menyeluruh yang merangkumi aspek kognitif, afektif dan psikomotor. Dalam konteks Pendidikan Islam, pelaksanaan PBD menjadi lebih mencabar kerana ia turut melibatkan penilaian terhadap nilai, penghayatan dan amalan kehidupan seseorang individu murid berteraskan ajaran Islam dalam kehidupan harian. Justeru, guru Pendidikan Islam khususnya di sekolah rendah berperanan penting dalam memastikan pentaksiran PBD dapat dijalankan secara menyeluruh. Namun begitu, pelbagai kajian telah menunjukkan bahawa pelaksanaan PBD masih belum mencapai tahap keberkesanan seperti yang diharapkan. Antara isu yang dikenal pasti termasuklah kekangan masa guru, beban kerja yang berlebihan, kurang kefahaman terhadap konsep dan dokumen sokongan pentaksiran serta ketiadaan latihan khusus berkaitan pentaksiran afektif dan amali. Selain itu, sikap dan motivasi guru turut menjadi faktor yang mempengaruhi kualiti pelaksanaan PBD. Sehubugan dengan itu, kertas isu ini bertujuan untuk mengenal pasti isu dan cabaran utama yang dihadapi oleh guru Pendidikan Islam sekolah rendah dalam pelaksanaan PBD serta membincangkan cadangan penambahbaikan seperti penyediaan latihan profesional secara berterusan, pembangunan instrumen pentaksiran alternatif, penyusunan semula beban tugas guru dan pengukuhan sokongan pentadbiran di peringkat sekolah. Oleh itu, perbincangan melalui kertas isu ini diharapkan dapat memberi implikasi yang positif terhadap pelaksanaan PBD secara lebih holistik, konsisten dan mampan dalam pendidikan Islam di sekolah rendah.

Abstract: Classroom Assessment (PBD) has been introduced as the main approach in the school-based assessment system under the Primary School Standard Curriculum (KSSR). Classroom assessment emphasizes formative assessment as a continuous evaluation conducted throughout the teaching and learning process in the classroom to assess pupils’ overall development, which encompasses cognitive, affective, and psychomotor aspects. In the context of Islamic Education, the implementation of PBD becomes more challenging as it also involves the evaluation of values, appreciation, and practices of a pupil’s daily life based on Islamic teachings. Therefore, Islamic Education teachers, especially in primary schools, play an important role in ensuring that PBD is implemented comprehensively. However, various studies have shown that the implementation of PBD has not yet reached the desired level of effectiveness. Among the identified issues are teachers’ time constraints, excessive workload, lack of understanding of assessment concepts and supporting documents, as well as the absence of specific training related to affective and practical assessments. In addition, teachers’ attitudes and motivation also influence the quality of PBD implementation. In relation to this, this issue paper aims to identify the main issues and challenges faced by primary school Islamic Education teachers in the implementation of PBD and to discuss improvement suggestions such as the provision of continuous professional training, the development of alternative assessment instruments, the restructuring of teachers’ workload, and the strengthening of administrative support at the school level. Therefore, it is hoped that the discussion in this paper will provide positive implications for the implementation of PBD in a more holistic, consistent, and sustainable manner in Islamic Education at the primary school level.