The Effectiveness of WhatsApp as an Assessment Platform in Qur’an and Hadith Learning at Islamic Junior High Schools in Parepare

Abstract

This study is motivated by the growing integration of digital technology in education, including in the context of Islamic religious learning. Among the most widely used digital tools is WhatsApp, which functions not only as a communication medium but also as a platform for learning assessment. This study aims to analyze the effectiveness of using WhatsApp as an assessment platform in Qur’an and Hadith learning at MTs DDI Labukkang Parepare, Indonesia. Employing a qualitative field research design, data were collected through direct observation and in-depth interviews with a Qur’an and Hadith teacher and students from Grades VII, VIII, and IX. The results show that WhatsApp is moderately effective for formative assessments, as it facilitates communication, feedback, and student creativity particularly in affective and psychomotor domains through video-based assignments. However, its effectiveness is limited for summative evaluations, especially for written tasks such as multiple-choice and essay questions, due to factors such as poor internet access, differences in students’ digital literacy, and the absence of structured assessment features. This study contributes to the development of technology-based Islamic education by emphasizing the need for pedagogically grounded digital integration. It underscores that while WhatsApp can enhance flexibility and accessibility in learning assessment, its optimal use requires teacher competence, technological support, and contextual adaptation.