INSPIRE: Journal of Innovation in Social Learning

Innovative Assessment Design in Islamic Religious Education: Integrating Formulative and Summative Strategies Religious Education

2026-08-07T23:17:38+00:00

Assessment in Islamic Religious Education (IRE) often emphasizes final learning outcomes, potentially limiting its capacity to capture students’ learning processes and holistic development. This study aims to formulate an innovative assessment design that integrates formative and summative strategies to support comprehensive assessment in Islamic Religious Education. The study employed a qualitative literature review by examining relevant journal articles, books, policy documents, and previous research concerning educational assessment and Islamic Religious Education. The literature was analyzed to identify the functions, components, indicators, and complementary roles of formative and summative assessment. The findings indicate that formative assessment provides continuous information on students’ active participation, conceptual understanding, learning processes, and self-reflection, enabling teachers to provide feedback and adjust instruction. Summative assessment complements this process by evaluating concept mastery, application, creativity, and communication at the end of a learning period. Their integration produces a more comprehensive assessment framework that connects learning processes with learning outcomes and accommodates cognitive, affective, and psychomotor development. The study proposes an integrated assessment design in which formative evidence guides learning improvement while summative evidence determines achievement. This framework provides a practical basis for developing more balanced, continuous, and holistic assessment practices in Islamic Religious Education.

Political Education in Local Communities: Challenges and Practices of Political in Sorong

2026-08-08T02:48:25+00:00

Political education plays a significant role in strengthening citizens’ political awareness, participation, and understanding of democratic processes. This study aims to examine the practices of political education conducted by political parties in local communities and to identify the challenges affecting its implementation in Sorong Regency, Indonesia. The study employed a descriptive qualitative approach involving two political parties, namely the National Mandate Party (PAN) and the Berkarya Party. Data were collected through interviews with selected informants using purposive sampling and analyzed descriptively to identify patterns related to political education practices, community participation, and implementation barriers. The findings indicate that political education at the local level has not been implemented optimally. PAN’s political education activities were primarily directed toward party cadres, while educational activities targeting the broader community remained limited. Meanwhile, the Berkarya Party emphasized public outreach concerning political participation and the prevention of money politics. Both parties encountered challenges, particularly declining public trust, transactional political attitudes, and limited commitment among political actors. The study demonstrates that political parties need to transform political education from predominantly internal and electoral activities into a more inclusive, continuous, and community-oriented learning process. Such an approach may strengthen political literacy, encourage meaningful civic participation, and contribute to the development of a more democratic political culture in local communities.

Adabtive Strategies For Islamic Values Learning in Inclusive Elementary Classrooms

2026-08-08T03:57:02+00:00

Inclusive education requires adaptive learning practices that accommodate diverse student characteristics while ensuring meaningful access to religious and moral learning. This study aims to examine adaptive strategies for teaching Islamic values in inclusive elementary classrooms, identify challenges encountered during their implementation, and describe the solutions adopted by teachers and schools. The study employed a qualitative case study design at SD Muhammadiyah 1 Kota Sorong, Indonesia. Data were collected through classroom observations, interviews with the principal, classroom teachers, a special education assistant teacher, and parents, as well as relevant documentation. Data were analyzed through data reduction, descriptive data presentation, and conclusion drawing, while source and technique triangulation was used to ensure data credibility. The findings reveal that Islamic values learning in inclusive classrooms was facilitated through adaptive teaching practices, including modification of learning materials, visual and kinesthetic media, simplified instructions, individualized assistance, positive reinforcement, and patient yet consistent classroom management. The involvement of special education assistant teachers and collaboration between teachers and parents were particularly important in supporting students with special educational needs. However, implementation was constrained by limited teacher competence in inclusive education, insufficient specialized human resources, diverse student characteristics, and varying levels of parental understanding and involvement. These findings suggest that effective Islamic values learning in inclusive classrooms requires flexible instructional practices, individualized support, and sustained collaboration among schools, teachers, families, and relevant professionals. The study highlights adaptive teaching as an important approach to creating inclusive, equitable, and meaningful Islamic learning experiences at the elementary school level.

Character building through Islamic education: A theological and Qur'anic values-based approach to tarbiyah for strengthening social values

2026-08-08T03:17:05+00:00

limiting students’ opportunities to internalize religious teachings as social values reflected in everyday behavior. This study aims to analyze the implementation of a theological and Qur’anic values-based tarbiyah approach in strengthening students’ social values at SD Muhammadiyah Malawili. A qualitative case study design was employed, with data collected through participatory observation, in-depth interviews with school stakeholders, and document analysis. Data were analyzed through data reduction, data display, and conclusion drawing, while data credibility was strengthened through source and technique triangulation. The findings reveal that character building is implemented through three interconnected stages: character-oriented learning planning, contextual implementation of Islamic Religious Education, and assessment encompassing cognitive, affective, and psychomotor domains. The theological and Qur’anic orientation extends religious learning beyond conceptual knowledge by integrating moral responsibility, social interaction, cooperation, and concern for others into the learning process. Its implementation is supported by teachers’ mastery of subject matter and students’ learning interest, while limited perceptions of Islamic Religious Education, inadequate character assessment, and insufficient instructional supervision remain significant constraints. The study demonstrates that integrating theological foundations, Qur’anic values, and contextual learning provides a holistic framework for transforming Islamic Religious Education from knowledge-oriented instruction into a process of social character formation.

Koba-Koba as Integrational Cultural Learning: Strengthening Maybrat Identity

2026-08-08T03:19:49+00:00

Koba-koba is a traditional cultural artifact of the Maybrat community that represents not only material heritage but also local knowledge, collective values, and cultural identity transmitted across generations. This study aims to analyze the role of koba-koba in strengthening Maybrat cultural identity, examine its function as a medium of intergenerational cultural learning, and identify the factors supporting and constraining its sustainability. The study employed a descriptive qualitative approach. Data were collected through in-depth interviews, field observations, and documentation involving traditional leaders, koba-koba artisans, and members of the local community. Data were analyzed descriptively by organizing, interpreting, and synthesizing information obtained from multiple sources. The findings reveal that koba-koba serves as a significant symbol of Maybrat cultural identity by embodying local wisdom, collective memory, traditional ecological knowledge, and a sense of belonging. Its production and use also function as an intergenerational learning process through which knowledge, skills, values, and cultural meanings are transmitted from older to younger generations. The continuity of koba-koba is supported by strong cultural values, the availability of natural materials, intergenerational knowledge transmission, and community commitment. However, modernization, declining interest among younger generations, and economic limitations pose substantial challenges to its sustainability. Preservation efforts are undertaken through family-based cultural transmission, training activities, continued use in everyday and cultural contexts, and support from traditional leaders and local government. These findings demonstrate that koba-koba functions as a living cultural learning medium that connects cultural heritage, community identity, and intergenerational knowledge transmission. Strengthening community-based cultural learning is therefore essential to sustaining Maybrat cultural identity amid ongoing social change.