Implementasi asesmen holistik berbasis autentik dalam pembelajaran pendidikan agama Islam

Abstract

This study aims to analyze the implementation of authentic-based holistic assessment in Islamic Religious Education (PAI) learning. The study used a qualitative approach with field research. Data were collected through semi-structured interviews with three teachers and two students directly involved in the Islamic Religious Education (PAI) learning and assessment process. Data analysis was conducted descriptively and qualitatively through data reduction, data presentation, and conclusion drawing, while data validity was maintained through source triangulation. The results showed that authentic-based holistic assessment was implemented through direct assessment of religious practices, contextual religious assignments, the use of assessment indicators, and the provision of feedback to students. The assessment not only assessed cognitive aspects but also included religious practice skills, participation in religious activities, and the internalization of religious values in students' social behavior. This study also found that authentic assessment contributed to the formation of religious awareness, discipline, responsibility, and respect in students, although its implementation still faces challenges such as uneven student awareness, variations in the quality of feedback, and the influence of family support. Thus, authentic-based holistic assessment in Islamic Religious Education learning needs to be positioned not only as an evaluation technique, but also as a pedagogical process that supports the integration of religious knowledge, values, and practices in students' daily lives.

Abstrak

Penelitian ini bertujuan untuk menganalisis implementasi asesmen holistik berbasis autentik dalam pembelajaran Pendidikan Agama Islam. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian lapangan. Data dikumpulkan melalui wawancara semi-terstruktur terhadap tiga guru dan dua siswa yang terlibat langsung dalam proses pembelajaran dan penilaian PAI. Analisis data dilakukan secara deskriptif-kualitatif melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data dijaga melalui triangulasi sumber. Hasil penelitian menunjukkan bahwa asesmen holistik berbasis autentik dilaksanakan melalui penilaian langsung terhadap praktik ibadah, pemberian tugas keagamaan yang kontekstual, penggunaan indikator penilaian, serta pemberian umpan balik kepada siswa. Asesmen tersebut tidak hanya menilai aspek kognitif, tetapi juga mencakup keterampilan praktik ibadah, partisipasi dalam kegiatan keagamaan, serta internalisasi nilai-nilai agama dalam perilaku sosial siswa. Penelitian ini juga menemukan bahwa asesmen autentik berkontribusi terhadap pembentukan kesadaran beragama, kedisiplinan, tanggung jawab, dan sikap hormat siswa, meskipun implementasinya masih menghadapi tantangan berupa belum meratanya kesadaran siswa, variasi kualitas umpan balik, dan pengaruh dukungan keluarga. Dengan demikian, asesmen holistik berbasis autentik dalam pembelajaran PAI perlu diposisikan tidak hanya sebagai teknik evaluasi, tetapi juga sebagai proses pedagogis yang mendukung keterpaduan antara pengetahuan, nilai, dan praktik keagamaan dalam kehidupan sehari-hari siswa.