TRANSFORMASI EVALUASI DAN ASESMEN DALAM MENGUKUR KEBERHASILAN PEMBELAJARAN PAI PADA ERA KURIKULUM MERDEKA

Abstract

This study aims to analyze the transformation of evaluation and assessment in measuring the success of Islamic Religious Education (PAI) learning in the era of the Merdeka Curriculum. The study employed a descriptive qualitative approach with data collection techniques through interviews, observations, and documentation. Data analysis was conducted using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings revealed that the implementation of PAI assessment in the Merdeka Curriculum has shifted from result-oriented evaluation toward authentic assessment emphasizing learning processes, competencies, and character development of students. Teachers have implemented diagnostic, formative, summative, project-based, portfolio, reflective, and worship practice assessments as part of the learning evaluation process. However, the implementation still faces several challenges, including limited teacher understanding, assessment administration, and time constraints in learning activities. This study implies the importance of strengthening teachers’ competencies in developing adaptive and humanistic authentic assessments aligned with the characteristics of the Merdeka Curriculum in order to improve the holistic quality of PAI learning.