Implementasi Asesmen pada Pembelajaran Pendidikan Agama Islam dalam Kurikulum Merdeka di Madrasah Tsanawiyah Negeri 1 Kota Pekanbaru
DOI:
https://doi.org/10.51278/aj.v7i3.2865Keywords:
Assessment Implementation, Islamic Religious Education, Merdeka Curriculum, Authentic AssessmentAbstract
This study aims to analyze the implementation of assessment in Islamic Religious Education learning within the Merdeka Curriculum at MTs Negeri 1 Kota Pekanbaru and to identify the supporting and inhibiting factors affecting its implementation. This research employed a qualitative approach using a case study design. The participants consisted of the principal, vice principal for curriculum affairs, Islamic Religious Education teachers, and students. Data were collected through classroom observations, in-depth interviews, and documentation, and were analyzed using the interactive model of data analysis, including data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that assessment implementation has been carried out in accordance with the principles of the Merdeka Curriculum by integrating diagnostic, formative, and summative assessments throughout the learning process. Diagnostic assessment is used to identify students' prior knowledge, formative assessment is conducted continuously through questioning, discussions, quizzes, assignments, observations, and feedback, while summative assessment incorporates authentic assessment techniques such as written tests, worship practices, Qur'an memorization, projects, presentations, and portfolios to comprehensively assess students' knowledge, skills, and attitudes. The implementation is supported by institutional policies, teachers' commitment, adequate learning facilities, and curriculum flexibility. However, challenges remain, including limited instructional time, large class sizes, and teachers' administrative workload, which affect the optimal use of assessment results for differentiated learning. The novelty of this study lies in providing empirical evidence of an integrated assessment model in Islamic Religious Education that combines diagnostic, formative, and summative assessments in a sustainable manner within the context of Islamic junior secondary schools (madrasah).
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