Authentic Assessment in Islamic Education: A Study of Models, Instruments, and Implementation Factors
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Abstract
The evaluation of Islamic Religious Education (IRE) learning, which has largely focused on cognitive aspects, is considered incapable of measuring the affective and spiritual dimensions that are its main objectives. This academic paper, based on a literature review, aims to examine authentic evaluation models in IRE, focusing on their characteristics, instruments, and supporting and inhibiting factors for their implementation. The study was conducted using a qualitative approach with a thematic synthesis method of relevant literature. The results of the study show that authentic assessment offers principles such as relevance to real tasks and continuous assessment that can be applied to assess attitudes, worship practices, and morals. Various instruments such as attitude scales, observations, portfolios, and performance assessments can be developed by considering validity and reliability. The implementation of this model faces supporting factors such as school leadership and teacher competence, as well as obstacles such as teacher workload and the pressure of a standardized evaluation system. This paper concludes that the development of an authentic PAI evaluation model requires a systemic approach involving policy adjustments, strengthening teacher capacity, and building understanding with all stakeholders so that assessment truly reflects the success of comprehensive education.
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