Authentic Assessment Innovation In Islamic Religious Education (PAI) Within The Merdeka Curriculum.

Abstract

The implementation of the Merdeka Curriculum in Indonesia requires a transformation of learning assessment practices that are more comprehensive, contextual, flexible, and oriented toward students’ competency development. In this context, authentic assessment has an important role in assessing not only students’ cognitive achievement but also their attitudes, skills, religious character, and ability to apply Islamic values in real-life situations. This article aims to examine innovations in authentic assessment for Islamic Religious Education (PAI) learning within the implementation of the Merdeka Curriculum. This study employs a qualitative approach using a literature review method. Data were obtained from relevant scholarly articles, books, policy documents, and other academic sources concerning authentic assessment, Islamic Religious Education, and the Merdeka Curriculum. The findings indicate that authentic assessment innovation in PAI can be developed through project-based assessment, performance assessment, portfolio assessment, contextual assignments, observation of religious attitudes, self-assessment, peer assessment, and the integration of digital technology. These assessment models enable teachers to obtain a more comprehensive picture of students’ learning progress by connecting religious knowledge with practical skills and character development. Furthermore, digital platforms and artificial intelligence can support the documentation, monitoring, feedback, and personalization of assessment processes while maintaining ethical and pedagogical considerations. Therefore, innovative authentic assessment can strengthen the effectiveness of PAI learning by promoting meaningful learning, student independence, critical thinking, collaboration, and the internalization of Islamic values. The successful implementation of authentic assessment requires teachers’ assessment literacy, appropriate assessment instruments, continuous feedback, and alignment between learning objectives, learning activities, and assessment strategies.