Andi Kurnia Muin, Wasis, Rivo Panji Yudha
Moral and character assessment has gained increasing attention in educational research, yet systematic examination of who assesses morality and how assessment is operationalized remains limited. This systematic review addresses these questions with particular attention to Akidah Akhlak assessment marginalization within Islamic education. Following PRISMA 2024 guidelines, we systematically searched Scopus for peer-reviewed publications (2015-2025) addressing moral, character, and values-based assessment. From 443 retrieved records, 187 articles underwent detailed thematic synthesis examining assessor configurations, methodological approaches, and research gaps. Bibliometric analysis characterized publication trends and disciplinary patterns. The review revealed fivefold growth in moral assessment publications (18 in 2015 to 90 in 2025), occurring predominantly within secular Western frameworks. Only one study (0.2%) explicitly addressed Akidah Akhlak assessment—where Akidah refers to Islamic creed and belief system, and Akhlak refers to Islamic moral character and ethics. Methodologically, quantitative survey-based approaches dominated (30.0%), with minimal authentic assessment methods (rubrics 0.5%, portfolios 0.5%). Critically, 98.6% of studies failed to specify assessor identity, revealing fundamental ambiguity regarding who evaluates moral learning. Multirater configurations were entirely absent. Akidah Akhlak marginalization reflects structural dynamics including database indexing biases and disciplinary concentration favoring psychology over religious education. Current practices demonstrate pronounced gaps across conceptual integration, methodological diversity, assessor specification, and cultural-epistemological grounding. The field requires reconceptualization of moral assessment from technical measurement to relational practice, developing humanistic frameworks honoring epistemological diversity while maintaining systematic rigor. Future research must address multi-actor assessment models, technology-enhanced platforms, and culturally grounded approaches synthesizing cognitive, affective, and behavioral dimensions within theologically coherent frameworks. © 2026, Malque Publishing. All rights reserved.
Postgraduate School, Doctoral Program in Educational Research and Evaluation, State University of Surabaya, East Java, Surabaya, Indonesia
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