The Dynamics of Implementing Summative Assessments in the Love-Based Curriculum at MI Takhassus Quran Islam Nusantara

Abstract

This study aims to analyze the dynamics of summative assessment in the implementation of the Love-Based Curriculum (KBC) at MI Takhassus Quran Islam Nusantara during the 2026 academic year. The Love-Based Curriculum is an educational paradigm that places the values of compassion, respect for human dignity, and the strengthening of spiritual character as the foundation of the learning process. In this context, summative assessment serves not only to measure students’ academic achievement but also as an instrument for evaluating their character and spiritual development. This study employs a qualitative approach using the case study method. Data were collected through observation, in-depth interviews, and documentation involving the school principal, teachers, and students. The results indicate that the implementation of summative assessment at MI Takhassus Quran Islam Nusantara involves complex dynamics, including assessment planning, evaluation implementation, the assessment of cognitive and affective aspects, and challenges in integrating values of love into assessment instruments. Key supporting factors include teacher commitment, the madrasah’s religious culture, and parental support. The obstacles identified include the limited availability of authentic assessment instruments, the subjectivity of character assessment, and the need to improve teachers’ competencies in designing values-based assessments. This study concludes that summative assessment within the Love-Based Curriculum has great potential to create a holistic evaluation of learning when supported by a structured and sustainable assessment system.