The Character Education Dilemma: Systematic Review on Output-Oriented Assessment Hegemony and School Moral Degradation
DOI:
https://doi.org/10.61166/amd.v4i2.121Keywords:
Character Education, Output-Oriented, Moral Degradation, PAI Teacher, Systematic Literature ReviewAbstract
Character education through Islamic Religious Education (PAI) plays a central role in fostering student morality, yet it faces a dilemma regarding the gap between cognitive understanding and daily behavior. This disparity is driven by the hegemony of output-oriented assessment and the prioritization of formal quantitative indicators, which lead to the compartmentalization of moral responsibility—placing the burden solely on PAI teachers. This study aims to critique the hegemony of academic assessment policies, uncover their impact on the isolation of moral responsibility and student moral degradation, and redefine the school evaluation paradigm. Employing a PRISMA-standard Systematic Literature Review (SLR) combined with a cyclical action model, the study synthesizes 18 empirical articles (2021–2026) through a critical thematic lens. The findings reveal that the dominance of rigid, paper-and-pencil cognitive evaluations triggers a "discontinuity of moral learning." This creates a state of dissonance where high academic achievement coexists with widespread academic dishonesty, ethical decline, and deviant digital behavior. The compartmentalization of moral duties relieves non-PAI teachers and school management of their roles in collective character building. The study concludes that the crisis in student morality stems from a systemic failure in an education governance system obsessed with numerical metrics. Therefore, it recommends a policy reorientation toward a process-oriented assessment system—incorporating reflective practices (*muhasabah*), integrating affective rubrics across subjects, and holistically and collaboratively strengthening a school ecosystem based on role-modeling.
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