Alignment of Aqidah Akhlak Items with Basic Competency Indicators: Mapping and Cognitive Analysis
DOI:
https://doi.org/10.35723/jie.v11i1.707Keywords:
Aqidah Akhlak Assessment, Item to Competency Mapping, Basic Competencies, Cognitive Analysis, Bloom’s TaxonomyAbstract
This study evaluates the alignment of Grade X Aqidah Akhlak assessment instruments with Basic Competencies in the Islamic Religious Education curriculum. It examines how far test items correspond to curriculum demands and maps their cognitive levels. This study used a quantitative approach with a descriptive-evaluative design. Item to competency mapping was applied to analyse the suitability of 180 end-of-year Aqidah Akhlak assessment items with Basic Competencies. Bloom's Taxonomy guided the identification of Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) proportions. The findings showed that the alignment reached a moderate level of 64.4%. The analysis revealed uneven representation of Basic Competencies, as some competencies were fully accommodated while others received limited or no measurement. Cognitively, the instruments were dominated by LOTS at 70%, whereas HOTS reached only 13%. This indicates that teachers' assessment practices still emphasise conceptual recall rather than analytical abilities required by the curriculum. Given its focus on Grade X end-of-year Aqidah Akhlak assessment items from four Madrasah Aliyah, this study’s findings should be understood as context-specific rather than broadly generalizable. The study highlights the need to improve teachers' assessment literacy, especially in developing valid instruments aligned with Basic Competencies and curriculum-required cognitive levels. This study contributes by combining item to competency mapping with Bloom-based cognitive analysis, expanding assessment literature in Islamic Religious Education, particularly Aqidah Akhlak.
References
Agama, A. I., & Agboro, A. A. (2025). Assessing Computer Science Teachers’ Competence in Constructing Essay Test Items: A Comparative Study of Lower and Higher Order Thinking Skills in Junior Secondary Schools in Benue State. International Journal of Emerging Research in Engineering, Science, and Management, 4(2), 68–76. https://doi.org/10.58482/ijeresm.v4i2.9
Ahmad, I. F. (2019). Analisis Higher Order Thinking Skills (hots) pada Soal Ujian Akhir Siswa Kelas 6 Kmi dalam Kelompok Mata Pelajaran Dirasah Islamiyah di Pondok Modern Tazakka Batang. Jurnal Pendidikan Agama Islam, 16(2), 137–164. https://doi.org/10.14421/jpai.2019.162-02
Ahmad, I. F., & Sukiman, S. (2019). Analisis Higher Order Thinking Skills (HOTS) Pada Soal Ujian Akhir Siswa Kelas 6 KMI dalam Kelompok Mata Pelajaran Dirosah Islamiyah di Pondok Modern Tazakka Batang. Jurnal Pendidikan Agama Islam, 16(2), 137–164. https://doi.org/10.14421/jpai.2019.162-02
Ahmadizadeh, M., Khodabakhshzadeh, H., Rostamian, M., & Hamid, A. (2026). The State of Assessment Training in EFL Teachers’ Courses: Aligning Policies, Standards, and Language Assessment Course Syllabi. Language Testing in Asia, 16(1). https://doi.org/10.1186/s40468-026-00448-2
Al-Aarifin Ismail, M., Pa, M. N. M., Al-Muhammady Mohammad, J., & Yusoff, M. S. B. (2020). Seven Steps to Construct an Assessment Blueprint: A Practical Guide. Education in Medicine Journal, 12(1), 71–80. https://doi.org/10.21315/eimj2020.12.1.8
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (Eds.). (1956). Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. David McKay Company, Inc.
Ansyari, M. F. (2023). Design of Islamic Religious Education: Purposes, alignment of curriculum components and contexts. British Journal of Religious Education, 45(4), 382–393. https://doi.org/10.1080/01416200.2023.2220940
Awali, S. (2020). Strategi Guru Pendidikan Agama Islam dalam Membentuk Karakter Religius Siswa MIN Pirak Kuta Makmur Kabupaten Aceh Utara. Jurnal At-Tarbiyyah: Jurnal Pendidikan Islam, 5(2). https://doi.org/10.54621/jiat.v6i2.381
Biggs, J. (1996). Enhancing Teaching Through Constructive Alignment. Higher Education, 32(3), 347–364. https://doi.org/10.1007/BF00138871
Brookhart, S. M. (2018). Appropriate Criteria: Key to Effective Rubrics. Frontiers in Education, 3(22), 22. https://doi.org/10.3389/feduc.2018.00022
Burns, A., de Bruyn, L. L., & Wilson, S. C. (2023). A rubric approach to assessing information literacy competency in tertiary curricula. Journal of University Teaching and Learning Practice, 20(1). https://doi.org/10.53761/1.20.01.10
Chan, C. K. Y., & Lee, K. K. W. (2021). Constructive alignment between holistic competency development and assessment in Hong Kong engineering education. Journal of Engineering Education, 110(2), 437–457. https://doi.org/10.1002/jee.20392
Chavda, M., Patel, H., & Bhatt, H. (2024). Quality Education Through Writing: Aligning Learning Objectives in Learning Materials and Question Papers Using Bloom’s Taxonomy. Quality Assurance in Education, 32(1), 96–110. https://doi.org/10.1108/QAE-03-2023-0045
Creswell, J. W., & Guetterman, T. C. (2019). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Sixth edition). Pearson.
Damayanti, N., Subali, B., Nugroho, S. E., & Sureeporn, K. (2020). Items Analysis of Physics Assessment Based on Cognitive Level of High Order Thinking Skills in Bloom Taxonomy. J. Phys. Conf. Ser., 1521(2). https://doi.org/10.1088/1742-6596/1521/2/022022
Divjak, B., Svetec, B., Horvat, D., & Kadoić, N. (2023). Assessment validity and learning analytics as prerequisites for ensuring student-centred learning design. British Journal of Educational Technology, 54(1), 313–334. https://doi.org/10.1111/bjet.13290
Epinasti, G., Slamet, S. T. Y., & Yamtinah, S. (2021). Teacher’s Perception towards Assessing of Higher Order Thinking Skills (HOTS) in Elementary Schools. In Proceedings of the 5th International Conference on Learning Innovation and Quality Education. https://doi.org/10.1145/3516875.3516980
Firdaus, Ra. T., Kuswandi, I., & Ridwan, M. (2026). Enhancing Islamic Moral Understanding and Critical Thinking through an Augmented Reality Qur’anic Storytelling Platform in Primary Education. AL-ISHLAH: Jurnal Pendidikan, 17(4). https://doi.org/10.35445/alishlah.v17i4.9116
Frost, D., & Ackrill, R. (2025). The Multiple Dimensions of Curriculum Mapping: Designing a Comprehensive Outcomes-Based Framework. London Review of Education, 23(1). https://doi.org/10.14324/LRE.23.1.17
Gaikwad, S., Wadegaonkar, A., Mitra, G., & Chakravarty, D. (2023). Assessment Literacy, Current Assessment Practices and Future Training: Reflections of Teachers in Higher Education. International Journal of Learning, Teaching and Educational Research, 22(7), 1–29. https://doi.org/10.26803/ijlter.22.7.1
García-Beltrán, E., & Cantero-Sandoval, M. A. (2025). Assessment Based on the Revised Bloom’s Taxonomy: Theoretical Framework and Alignment Matrix for the Design and Validation of Multiple-Choice Items in Online Higher Education. Edutec, 2025-December(94), 313–329. https://doi.org/10.21556/edutec.2025.94.4079
Geshere, G. L., Tarekegne, W. M., & Woyessa, D. D. (2026a). An Analysis of Assessment Tasks and Learning Outcomes in Grade 10 History Curricular Materials in the Era of Competency-Based Curriculum Reform. Cogent Education, 13(1). https://doi.org/10.1080/2331186X.2026.2633000
Guci, R. I. (2023). HOTS-Based Language Assessment Literacy: Challenges and Prospects in English Language Teaching. Indonesian Journal of Applied Linguistics, 12(3), 818–827. https://doi.org/10.17509/ijal.v12i3.44261
Gunartha, I. W. (2024). Pengembangan Penilaian Berorientasi Hots: Upaya Peningkatan Kemampuan Berpikir Kritis Siswa di Era Global Abad Ke-21. Widyadari, 25(1), 133–147. https://doi.org/10.59672/widyadari.v25i1.3660
Hays, R. B., Wilkinson, T., Green-Thompson, L., McCrorie, P., Bollela, V., Nadarajah, V. D., Anderson, M. B., Norcini, J., Samarasekera, D. D., Boursicot, K., Malau-Aduli, B. S., Mandache, M. E., & Nadkar, A. A. (2024). Managing assessment during curriculum change: Ottawa Consensus Statement. Medical Teacher, 46(7), 874–884. https://doi.org/10.1080/0142159X.2024.2350522
Khan, H. F., Qayyum, S., Beenish, H., Khan, R. A., Iltaf, S., & Faysal, L. R. (2025a). Determining the Alignment of Assessment Items with Curriculum Goals Through Document Analysis by Addressing Identified Item Flaws. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-025-06736-4
Khoy, B. (2025). Unlocking Cognitive Learning Objectives: A Comprehensive Evaluation of How Textbooks and Syllabi Align with Revised Bloom’s Taxonomy Across Disciplines. Curriculum Perspectives, 45(2), 189–202. https://doi.org/10.1007/s41297-024-00295-2
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of Educational Objectives: The Classification of Educational Goals. Longman Inc.
Lemu, G., Woyessa, D. D., & Tarekegne, W. M. (2026). Cognitive Demands and Curriculum Alignment in Ethiopia’s Grade 10 History Textbook: Bridging Policy and Practice. Curriculum Journal. https://doi.org/10.1002/curj.70046
Maqi, L. H. A. (2025). Contextual Learning and Teaching to Improve Students Understanding of Aqidah and Akhlak. Ats-Tsaqofi: Jurnal Pendidikan Dan Manajemen Islam, 6(2), 83–95. https://doi.org/10.61181/ats-tsaqofi.v6i2.499
Marfuah, A., & Febriza, F. (2019). Penilaian Autentik pada Pembelajaran Pendidikan Agama Islam (PAI) di Sekolah dan Perguruan Tinggi. FONDATIA, 3(2), 35–58. https://doi.org/10.36088/fondatia.v3i2.301
McHugh, M. L. (2012). Interrater Reliability: The Kappa Statistic. Biochemia Medica, 22(3), 276–282. https://doi.org/10.11613/BM.2012.031
Muhayimana, T., Kwizera, L., & Nyirahabimana, M. R. (2022). Using Bloom’s Taxonomy to Evaluate the Cognitive Levels of Primary Leaving English Exam Questions in Rwandan Schools. Curriculum Perspectives, 42(1), 51–63. Scopus. https://doi.org/10.1007/s41297-021-00156-2
Newton, P. M., Da Silva, A., & Peters, L. G. (2020). A Pragmatic Master List of Action Verbs for Bloom’s Taxonomy. Frontiers in Education, 5. Scopus. https://doi.org/10.3389/feduc.2020.00107
Nst, T. M., Remiswal, R., & Khadijah, K. (2025). Implementasi Penilaian Autentik pada Materi Pembelajaran Pendidikan Agama Islam di SDN 329 Suka Damai. YASIN, 5(4), 3184–3197. https://doi.org/10.58578/yasin.v5i4.5953
Prakash, R., & Litoriya, R. (2022). Pedagogical Transformation of Bloom Taxonomy’s LOTs into HOTs: An Investigation in Context with IT Education. Wireless Personal Communications, 122(1), 725–736. Scopus. https://doi.org/10.1007/s11277-021-08921-2
Rahayu, W., & Hariwibowo, H. (2021). Analysis Of the Characteristics of HOTS-Based Assessment for Learning Items Using the Rasch Model. Review of International Geographical Education Online, 11(5), 2511–2525. Scopus. https://doi.org/10.48047/rigeo.11.05.149
Saad, M. F. M., Mohd Ataa, N. S., Mohamad, S., Ishak, H., & Nur, A. (2025). Minds Illumination: Exploring Higher Order Thinking Skills (HOTs) in the Tahfiz Integrated Curriculum. Islamiyyat, 47(1), 96–106. Scopus. https://doi.org/10.17576/islamiyyat-2025-4701-08
Samsudin, M. A., & Iffah, U. (2019). Penilaian Autentik pada Matapelajaran Pendidikan Agama Islam. Edupedia, 4(1), 77–85. https://doi.org/10.35316/edupedia.v4i1.528
Sarikah, Andrizal, & A Mualif. (2025). Analisis Implementasi Taksonomi Bloom pada Instrumen Tes Kognitif (Mata Pelajaran Al-Quran Hadits Kelas XI MA Plus Ulil Albab Kec. Inuman). JOM FTK UNIKS, 5(1). https://ejournal.uniks.ac.id/index.php/JOM/article/view/4329
Stemler, S. E. (2004). A Comparison of Consensus, Consistency, and Measurement Approaches to Estimating Interrater Reliability. Practical Assessment, Research & Evaluation, 9(1). https://doi.org/10.7275/96jp-xz07
Susantini, E., Sari, Y. M., Marzuqi, M. I., & Asteria, P. V. (2025). EduQuestioning Mobile Learning Application: A Catalyst for Developing HOTS-Based Assessment Questions Referring to Revised Bloom’s Taxonomy. Research and Practice in Technology Enhanced Learning, 20. Scopus. https://doi.org/10.58459/rptel.2025.20022
Webb, N. L. (1997). Criteria for Alignment of Expectations and Assessments in Mathematics and Science Education. Council of Chief State School Officers, (6).
Yildirim, A., Stjernkvist, M. P., Hilden, R., Fröjdendahl, B., & Oscarson, A. D. (2024). Developing Summative Assessment Literacy: Novice Language Teachers’ Perceptions in Sweden and Finland. Review of Education, 12(2). Scopus. https://doi.org/10.1002/rev3.3487
Yusoff, S. M., Marzaini, A. F. M., Zakaria, N., & Lijie, H. (2025). Exploring the Implementation of Classroom-Based Assessment in Malaysian Secondary Schools: Alignment with Policy and Teacher Practices. Malaysian Online Journal of Educational Management, 13(1), 81–101. https://doi.org/10.22452/mojem.vol13no1.5
Zahro’, A. (2022). Kontribusi Penilaian Autentik dalam Pembelajaran Pendidikan Agama Islam. Rabbani: Jurnal Pendidikan Agama Islam, 3(2), 208–221. https://doi.org/10.19105/rjpai.v3i2.6358
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Melinda Nur Ekawati, Suwadi Suwadi
This work is licensed under a Creative Commons Attribution 4.0 International License.
