INTEGRATIVE FAITH DIGITAL PORTFOLIO ASSESSMENT (IFDPA): MODEL EVALUASI AUTENTIK PENDIDIKAN AGAMA KRISTEN DI ERA DIGITAL

Erna Setiyaningrum

doi:10.59404/ijce.v6i2.306

INTEGRATIVE FAITH DIGITAL PORTFOLIO ASSESSMENT (IFDPA): MODEL EVALUASI AUTENTIK PENDIDIKAN AGAMA KRISTEN DI ERA DIGITAL

Erna Setiyaningrum

Abstract

Penelitian ini bertujuan mengembangkan model Integrative Faith Digital Portfolio Assessment (IFDPA) sebagai kerangka evaluasi autentik Pendidikan Agama Kristen di era digital. Kajian ini dilatarbelakangi keterbatasan evaluasi konvensional yang cenderung menilai penguasaan kognitif, sedangkan dimensi refleksi iman, karakter, dan praktik hidup Kristen belum terukur secara sistematis. Penelitian menggunakan studi literatur konseptual dengan korpus 29 sumber terpilih, terdiri atas 24 artikel jurnal dan 5 buku atau kerangka akademik yang relevan dengan evaluasi autentik, e-portofolio, literasi digital, spiritual formation, dan Pendidikan Agama Kristen. Data dianalisis melalui analisis isi dan sintesis tematik. Hasil kajian merumuskan IFDPA sebagai model evaluasi yang memadukan empat komponen: authentic learning assessment, digital portfolio system, faith reflection component, serta character and spiritual formation. Kebaruan artikel ini terletak pada operasionalisasi model melalui bagan, alur implementasi, indikator artefak digital, dan rubrik penilaian refleksi iman serta karakter. IFDPA dapat digunakan guru PAK untuk menilai proses belajar, dokumentasi karya, refleksi teologis, dan aksi nyata peserta didik secara lebih holistik, formatif, dan kontekstual.

This study aimed to develop the Integrative Faith Digital Portfolio Assessment (IFDPA) model as an authentic assessment framework for Christian Religious Education in the digital era. The study was driven by the limitation of conventional assessment, which tends to emphasize cognitive mastery while faith reflection, character development, and lived Christian practice are not assessed systematically. This conceptual literature review used a corpus of 29 selected sources, consisting of 24 journal articles and 5 academic books or frameworks related to authentic assessment, e-portfolios, digital literacy, spiritual formation, and Christian Religious Education. The data were analyzed through content analysis and thematic synthesis. The findings formulated IFDPA as an assessment model that integrates four components: authentic learning assessment, digital portfolio system, faith reflection component, and character and spiritual formation. The novelty of this article lies in the operationalization of the model through a diagram, implementation cycle, digital artifact indicators, and a rubric for assessing faith reflection and character formation. IFDPA can help Christian Religious Education teachers assess learning processes, digital evidence, theological reflection, and students’ real-life actions in a more holistic, formative, and contextual way.

Keywords

e-portofolio, evaluasi autentik, Pendidikan Agama Kristen, generasi Z, digital.

Full Text:

PDF

References

Aniiqi Karima Ali. “Implementasi E-Portofolio Digital Sebagai Instrumen Penilaian Autentik Di Perguruan Tinggi: Systematic Literature Review.” Edutech : Jurnal Inovasi Pendidikan Berbantuan Teknologi 5, no. 4 (2025): 759–769.

Black, Paul, and Dylan Wiliam. “Assessment and Classroom Learning.” Roudledge: Taylor & Francis Group 5, no. 1 (1998).

Boiliu, Esti Regina, Demsy Jura, Tinggi Teologi Sangkakala, and Kristen Indonesia. “Reinterpreting Religion in the Digital Age: Theology, Ethics, and Christian Education.” Didaché: Journal of Christian Education, 6, no. 2 (2025): 219–242.

Bond, Melissa, Katja Buntins, Svenja Bedenlier, Olaf Zawacki-richter, and Michael Kerres. “Mapping Research in Student Engagement and Educational Technology in Higher Education : A Systematic Evidence Map.” International Journal of Educational Technology in Higher Education 17, no. 2 (2020).

Brookhart, Susan M. How to Assess Higher-Order Thinking Skills in Your Classroom. Alexandria: ASCD, 2010.

Byrne, David. “A Worked Example of Braun and Clarke ’ s Approach to Reflexive Thematic Analysis.” Quality & Quantity 56, no. 3 (2022): 1391–1412. https://doi.org/10.1007/s11135-021-01182-y.

Campbell, Heidi A. Digital Creatives and the Rethinking of Religious Authority. London: Routledge, 2020.

Corey Seemiller, Meghan Grace. Generation Z A Century in the Making. 1st ed. New York: Routledge, 2018.

Gulikers, Judith T M, Theo J Bastiaens, and Paul A Kirschner. “A Five-Dimensional Framework for Authentic Assessment.” Educational Technology Research and Development 52, no. 3 (2004): 67–86. https://doi.org/10.1007/BF02504676.

Hu, A., Liu, Q., & Daniel, B. “Digital Technologies in Authentic Assessment in Higher Education: A Systematic Literature Review and Narrative Synthesis.” Sage Open 15, no. 3 (2025).

Iskandar, Didik, and Aceng Hasani. “Advancing Teacher Evaluation : E-Portfolio Development.” Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 9, no. 1 (2024): 43–51.

Janssens, Oona, Leen Haerens, Martin Valcke, Dimitri Beeckman, Peter Pype, and Mieke Embo. “The Role of EPortfolios in Supporting Learning in Eight Healthcare Disciplines: A Scoping Review.” Nurse Education in Practice 63 (2022): 103418. https://www.sciencedirect.com/science/article/pii/S1471595322001329.

Monika Ciesielkiewicz. ““The Use of e-Portfolios in Higher Education: From the Students’ Perspective,”.” Issues in Educational Research 29, no. 3 (2019): 649–650.

Nurma, Siti, and Hanim Hadie. “ABC of a Scoping Review : A Simplified JBI Scoping Review Guideline.” EDUCATIONAL RESOURCE 16, no. 2 (2024): 185–197.

Panadero, Ernesto. “A Review of Self-Regulated Learning : Six Models and Four Directions for Research.” Frontiers in Psychology 8, no. April (2017): 1–28.

Prasetiyo, Wibowo Heru, Noor Banu, Mahadir Naidu, Bee Piang Tan, and Bambang Sumardjoko. “‘ It Really Needs to Be given to Students ’ Digital Citizenship Understanding amongst Student Teachers : Qualitative Nvivo Analysis.” Jurnal Civics: Media Kajian Kewarganegaraan 19, no. 1 (2022): 9–20.

Rabon, M. W. “Integration of Spiritual Formation in Higher Education Courses.” Christian Education Journal: Research on Educational Ministry 21, no. 3 (2024): 376-392.

Rani, Yashilfa, and Khairun Nissa. “Student’s insight into the use of e-portfolios for a reflective practice project.” Esteem Journal of English Education Study Programme 8 (December 11, 2024): 94–107.

Rethlefsen, Melissa L, Shona Kirtley, Siw Waffenschmidt, Ana Patricia Ayala, David Moher, Matthew J Page, Jonathan B Koffel, and Prisma-s Group. “PRISMA-S : An Extension to the PRISMA Statement for Reporting Literature Searches in Systematic Reviews.” Rethlefsen et al. Systematic Reviews 10, no. 39 (2021): 1–19.

Richard J. Torraco. “‘Writing Integrative Literature Reviews: Using the Past and Present to Explore the Future,.’” Human Resource Development Review 15, no. 4 (2016): 404–407.

Sandage, Steven J, Sarah A Crabtree, Peter J Jankowski, Starla Gooch, Laura B Stein, David C Wang, and Christopher M The. “Student Spiritual Formation Assessment in Theological Education : An Overview of Approaches.” Journal of Spiritual Formation and Soul Care 19, no. 1 (2026): 90–115.

Snyder, Hannah. “Literature Review as a Research Methodology: An Overview and Guidelines.” Journal of Business

DOI: https://doi.org/10.59404/ijce.v6i2.306