ANALYSIS OF LEARNING AND ASSESSMENT MODELS IN RELIGIOUS STUDIES COURSES AT THE STATE ISLAMIC UNIVERSITY OF MATARAM AND AL-AZHAR UNIVERSITY CAIRO EGYPT

Abstract

Learning and assessment models in higher education play a crucial role in enhancing students' competencies, both in terms of comprehensive mastery of course content and critical thinking skills. This study aims to analyze the learning and assessment models used in Religious Studies courses at UIN Mataram, Indonesia, and Al-Azhar University, Cairo, Egypt, as well as to identify best practices that can be adopted to improve learning quality. A qualitative approach was employed, using observation, interviews, and documentation, with data analyzed through the flow model of Miles and Huberman and a comparative institutional approach. The findings indicate that both universities implement various learning and assessment models with different approaches. UIN Mataram integrates several models, including direct instruction, active learning, project-based learning, and value-based learning. In contrast, Al-Azhar University focuses on direct instruction integrated with value-based learning. Regarding assessment, UIN Mataram applies both formative and summative assessment models in a continuous manner, whereas Al-Azhar University relies solely on summative assessments in the form of oral and written examinations.