Reconceptualizing Learning Evaluation through Spiritual Psychology: Tawazun and Muhasabah Perspectives
Keywords:
Value-Based Evaluation, Learning Assessment, Self-Reflection, Interdisciplinary Education, Spiritual DevelopmentAbstract
The dominance of cognitively oriented evaluation systems in education has led to the marginalization of students’ spiritual and reflective development, resulting in a limited understanding of holistic learning outcomes. This study aims to reconceptualize learning evaluation by integrating the values of balance and self-reflection within an interdisciplinary framework that bridges educational assessment, psychology, and ethical development. Employing a qualitative case study design, data were collected from teachers, dormitory supervisors, and students through semi-structured interviews, participant observation, and document analysis. The data were analyzed using an interactive model involving data reduction, data display, and iterative verification to identify patterns and thematic relationships. The findings reveal that value-based evaluation is actively practiced through continuous observation, behavioral monitoring, and structured reflective activities, forming a multidimensional assessment system that integrates cognitive, behavioral, and reflective domains. However, the absence of standardized frameworks and measurable indicators results in variability and limits the consistency of evaluation practices. The study proposes a value-based evaluation framework that incorporates multi-source data, operational indicators, and reflective assessment to enhance both coherence and applicability. The implications of this study highlight the need to transform learning evaluation from a purely outcome-oriented process into a holistic and formative system that fosters self-awareness, ethical responsibility, and sustainable personal development. By offering an interdisciplinary perspective, this research contributes to the advancement of more comprehensive and context-sensitive evaluation models in contemporary education.
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