MENGGESER PARADIGMA EVALUASI PAI ABAD KE-21: ANALISIS KRITIS TRANSISI DARI ASESMEN KOGNITIF KE ASESMEN AUTENTIK HOLISTIK

Abstrak

The demands of 21st-Century Education necessitate a paradigm shift from teacher-centered to student-centered learning, fundamentally altering the requirements for competency evaluation (Dianto et al., 2025; Achmad, 2023). Within the context of Islamic Religious Education (PAI), the primary goal is the formation of character, morality, and the implementation of values (Akhlaqul Karimah) in real life (Achmad, 2023; Somantri & Arifin, 2023). Traditional assessment, which relies on written tests, only succeeds in measuring low-level cognitive aspects (memorization) and fails to capture the true achievement in the affective and skills domains (Achmad, 2023; Prihantoro, 2021; Puteri et al., 2023). This study aims to delineate the theoretical foundation, analyze the implementation of Project, Portfolio, and Observation Assessments, and present a critical synthesis of the challenges in applying Authentic Assessment (AA) in PAI. A systematic literature review was used as the methodology. The results indicate that AA is a methodological prerequisite for valid PAI assessment, where Project (assessing knowledge application and HOTS), Portfolio (documenting self-reflection and moral development), and Observation (capturing naturalistic attitudinal behavior) must be used synergistically (Achmad, 2023). However, implementation in the field faces critical challenges, notably the lack of teacher competence in developing valid rubrics and high administrative burden, which ultimately imply a failure to educate students to apply religious values in real-life (Prihantoro, 2021; Syarief & Purnamasari, 2024; Rosidah et al., 2021). Therefore, the synergy of these three methods is key to ensuring that PAI assessment is holistic and oriented toward creating graduates with integrity and the ability to solve complex problems (Achmad, 2023)