The Problematic of Authentic Assessment in PAI Learning under the Merdeka Curriculum: A Case Study of Affective and Psychomotor Competencies of Students in PAI Subjects

Abstract

The Merdeka Curriculum positions assessment as an integral part of learning, including the affective and psychomotor domains of Islamic Religious Education (PAI) subjects. This study aims to describe authentic assessment practices as reported by teachers, the problems reported, the factors perceived to contribute to them, and the use of assessment results. A qualitative single case study was conducted at MTs Nahdlatul Ulum. Data were collected through semi-structured interviews with four teachers, each teaching one PAI subject, and analyzed comparatively across subjects through coding, categorization, and theme development. Teachers reported five stages of assessment practice: planning, indicator development, selection of instruments and rubrics, observation or performance assessment, and collection of learning evidence; the use of results formed a sixth stage. Six problems were reported, including limited depth of instruments, difficulty operationalizing affective indicators, unequal opportunities for individual performance, inadequate documentation, and potential inconsistency in assessment decisions. Perceived contributing factors were limited time and class size, technical difficulties in developing instruments, and limited documentation facilities. Assessment results were used for feedback, remedial activities, enrichment, and instructional improvement, although informally. The challenges relate more to technical and structural consistency than to conceptual understanding. As the study relied on interviews in a single madrasah, the findings represent teacher-reported practices and were not verified through classroom observation or document analysis.