Reorientasi Evaluasi Pembelajaran Fiqih Dari Pengukuran Kognitif Menuju Pemahaman Keagamaan
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Evaluasi pembelajaran Fiqih di madrasah masih menghadapi persoalan ketika keberhasilan belajar lebih banyak direpresentasikan melalui capaian kognitif, sementara kemampuan memahami, menalar, mengontekstualisasikan, dan mengamalkan ketentuan Fiqih belum memperoleh ruang pengukuran yang proporsional. Penelitian ini bertujuan menganalisis kualitas instrumen evaluasi formatif pembelajaran Fiqih sekaligus merumuskan reorientasi evaluasi dari dominasi pengukuran kognitif menuju pemahaman keagamaan yang lebih substantif. Penelitian ini menggunakan pendekatan kuantitatif deskriptif yang diperkaya dengan analisis substantif terhadap karakteristik instrumen. Data bersumber dari naskah ujian formatif Fiqih berbasis Google Forms, respons peserta didik, kisi-kisi soal, dan dokumen pembelajaran. Kualitas empiris instrumen dianalisis melalui validitas butir, reliabilitas, tingkat kesukaran, dan daya pembeda, sedangkan kualitas substantif dianalisis berdasarkan kemampuan butir merepresentasikan pengetahuan konseptual-normatif, penalaran hukum, kontekstualisasi, dan orientasi pengamalan Fiqih. Hasil penelitian menunjukkan bahwa kualitas instrumen tidak seragam dan validitas psikometrik belum tentu menjamin kemampuan instrumen dalam merepresentasikan kedalaman pemahaman keagamaan. Reorientasi evaluasi membutuhkan integrasi antara validitas psikometrik dan validitas substantif-keagamaan melalui diversifikasi instrumen, penggunaan soal kontekstual, pengembangan penalaran hukum, serta asesmen autentik. Penelitian menawarkan kerangka evaluasi Fiqih multidimensional yang menggeser orientasi dari sekadar mengetahui hukum menuju kemampuan memahami, menalar, mengontekstualisasikan, dan mengamalkannya dalam kehidupan.
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