Pembelajaran Pendidikan Agama Islam dengan Asesmen Autentik Pondok Pesantren Hidayatut Thullab, Karanganyar, Jawa Tengah

Abstract

This study aims to describe the implementation of authentic assessment in Islamic Religious Education (IRE) learning at Hidayatut Thullab Islamic Boarding School, Karanganyar, to identify the forms of authentic assessment employed, and to analyze the supporting and inhibiting factors affecting its implementation. This study adopted a qualitative approach with a descriptive research design. The research participants consisted of the head of the Islamic boarding school, the education coordinator, Islamic Religious Education teachers, homeroom teachers, and students selected through purposive sampling. Data were collected through observations, in-depth interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing and verification. The findings reveal that authentic assessment has integrated the evaluation of cognitive, affective, and psychomotor domains through various assessment techniques, including classroom observation, written and oral tests, worship practices, Qur'an memorization, presentations, assignments, and portfolios. The religious environment of the Islamic boarding school, the culture of worship habituation, students' discipline, and teachers' role modeling were identified as the main factors supporting the effective implementation of authentic assessment. However, several challenges remain, including teachers' limited time, the complexity of assessment administration, the broad range of competencies that must be evaluated, and the lack of standardized assessment rubrics. The study concludes that authentic assessment is highly relevant to Islamic Religious Education in Islamic boarding schools, as it provides a comprehensive evaluation of students' academic competencies while simultaneously fostering their religious character development.