Participatory Portfolio Assessment Model to Internalize Islamic Environmental Ethics within Holistic Islamic Education Management

Abstract

This study investigates a Participatory Portfolio Assessment Model designed to embed Islamic environmental ethics within Holistic Islamic Education Management (MPIH). It addresses the shortcomings of traditional assessment methods that prioritize cognitive achievements while overlooking affective and behavioral aspects. The research employs a qualitative descriptive-analytical approach to synthesize literature on portfolio assessment, Islamic eco-ethical principles, and participatory learning. Findings indicate that Islamic environmental ethics rooted in values like mīzān (balance), amānah (trust), and islāh (positive improvement) form a robust basis for developing portfolio indicators aligned with Qur’anic teachings. This assessment model fosters learner ownership, intrinsic motivation, and reflective engagement, linking ecological practices to Islamic ethics. It comprises four integrated components: collaborative planning, authentic implementation, critical reflection, and value-based evaluation, transforming portfolio assessment into a tool for character development. The study concludes that this model provides a holistic framework for fostering environmentally responsible, ethically aware, and spiritually grounded learners, thereby enhancing Islamic educational practices in addressing current ecological challenges. Further empirical research is needed to assess the model’s applicability across various educational contexts.