Asesmen Peserta Didik Berkebutuhan Khusus dalam Penyelenggaraan Pendidikan Inklusif
Keywords:
Assessment, Students with Special Needs, Inclusive Education, Islamic Religious Education, Adaptive Assessment.Abstract
Inclusive education requires an assessment system capable of accommodating the diverse characteristics of students with special needs, thereby allowing instructional services to be tailored to individual requirements. However, the implementation of assessment in inclusive schools faces various challenges, such as limited teacher competence, assessment instruments that lack adaptability, and the suboptimal integration of assessment within Islamic Religious Education instruction. This study aims to analyze the dynamics of assessing students with special needs within inclusive education and to reconstruct an adaptive assessment model for Islamic Religious Education. A qualitative approach was employed using a library research method via a narrative literature review design. Data were gathered from scholarly articles, academic books, regulations, and other relevant sources, then analyzed using content analysis techniques to produce a conceptual synthesis. The findings indicate a paradigm shift in assessment—moving from activities focused solely on measuring learning outcomes toward processes that support continuous learning through the approaches of *assessment of learning*, *assessment for learning*, and *assessment as learning*. The study also proposes an adaptive assessment model comprising the identification of student characteristics, mapping of learning needs, design of differentiated assessments, implementation of continuous assessment, and evaluation based on Individualized Education Programs (IEPs). This model is intended to serve as a reference for enhancing the quality of Islamic Religious Education—making it inclusive, equitable, and focused on developing the potential of students with special needs.
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