Problems in Analyzing the Learning Achievements of the Qur'an and Hadith

Abstract

This study aims to analyze in depth the various problems faced by teachers in analyzing learning outcomes in the subject of Al-Qur’an and Hadith. The analysis of learning outcomes is a strategic component that serves as a reflection of the success of the teaching and learning process, as well as a basis for planning improvements to the quality of subsequent learning, particularly within the scope of Islamic Religious Education. In practice, the implementation of this analysis often encounters various complex obstacles, including teachers’ lack of conceptual understanding regarding the principles of learning evaluation, limited ability to develop valid and reliable assessment instruments, and a tendency to use assessment methods that focus solely on the cognitive domain. A more fundamental challenge arises in measuring students’ affective and spiritual aspects, which constitute the core objectives of Al-Qur’an and Hadith instruction, given that these aspects are subjective in nature and require long-term observation. Furthermore, changes in curriculum policy require teachers to adapt to competency-based and authentic assessment systems; however, this process is often hindered by time constraints, a heavy administrative workload, and limited access to facilities and professional training. This research employs a qualitative descriptive approach using the literature review method. The findings indicate that the problems encountered fall into three main categories: pedagogical, technical, and systemic constraints. This study also formulates a number of strategic solutions to overcome these obstacles, so that the analysis of learning outcomes can be carried out accurately and comprehensively, and can fully reflect students’ overall development.