<![CDATA[Learning assessment is an essential component of Christian Religious Education (CRE) because it does not only measure students’ academic achievement but also evaluates their faith development, character formation, and spiritual growth holistically. Although authentic assessment has become an important paradigm in contemporary education, assessment practices in junior high school Christian Religious Education still face several challenges, including the dominance of cognitive assessment, limited implementation of authentic assessment, insufficient teacher assessment literacy, and evaluation practices that are often oriented toward administrative requirements. This study aims to analyze the problems faced by teachers in implementing learning assessment in Christian Religious Education at junior high schools and to develop a conceptual synthesis for a more holistic, reflective, contextual, and transformative assessment framework. This study employed a qualitative approach using library research methods. The data were obtained from 25 scholarly sources consisting of academic books, journal articles, and relevant scientific publications related to educational evaluation, authentic assessment, teacher competence, and Christian Religious Education. The data were analyzed through content analysis involving the stages of identification, selection, categorization, synthesis, and interpretation of the literature findings. The findings reveal five major problems in Christian Religious Education assessment: (1) limited teacher assessment literacy, (2) the dominance of cognitive measurement over affective and spiritual dimensions, (3) inadequate implementation of authentic assessment, (4) excessive administrative workload among teachers, and (5) the gap between educational assessment theories and classroom assessment practices. The novelty of this study lies in developing a conceptual synthesis that connects contemporary educational assessment principles with the nature of Christian Religious Education through an assessment framework that positions evaluation as a process of measurement, faith reflection, character formation, and students’ life transformation. This study contributes conceptually to strengthening teachers’ assessment competence and improving meaningful assessment practices in Christian Religious Education.AbstrakPenilaian hasil belajar merupakan komponen penting dalam Pendidikan Agama Kristen (PAK) karena tidak hanya berfungsi mengukur pencapaian akademik peserta didik, tetapi juga menilai perkembangan iman, karakter, dan spiritualitas secara holistik. Meskipun paradigma asesmen autentik semakin berkembang dalam pendidikan modern, praktik penilaian PAK di Sekolah Menengah Pertama (SMP) masih menghadapi berbagai tantangan, seperti dominasi penilaian kognitif, keterbatasan penerapan asesmen autentik, rendahnya literasi asesmen guru, serta kecenderungan evaluasi yang berorientasi administratif. Penelitian ini bertujuan untuk menganalisis problematika guru dalam melaksanakan penilaian hasil belajar Pendidikan Agama Kristen di SMP serta menyusun sintesis konseptual bagi pengembangan sistem penilaian yang lebih holistik, reflektif, kontekstual, dan transformatif. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi literatur (library research). Data penelitian diperoleh dari 25 sumber ilmiah yang terdiri atas buku akademik, artikel jurnal, dan publikasi ilmiah yang relevan dengan evaluasi pendidikan, asesmen autentik, kompetensi guru, dan Pendidikan Agama Kristen. Data dianalisis menggunakan teknik analisis isi (content analysis) melalui tahapan identifikasi, seleksi, kategorisasi, sintesis, dan interpretasi terhadap temuan literatur. Hasil kajian menunjukkan lima problematika utama dalam penilaian PAK, yaitu (1) keterbatasan literasi asesmen guru, (2) dominasi pengukuran ranah kognitif dibandingkan aspek afektif dan spiritual, (3) belum optimalnya implementasi asesmen autentik, (4) tingginya beban administratif guru, dan (5) kesenjangan antara teori evaluasi pendidikan dengan praktik penilaian di sekolah. Kebaruan penelitian ini terletak pada penyusunan sintesis konseptual yang menghubungkan prinsip evaluasi pendidikan kontemporer dengan hakikat Pendidikan Agama Kristen melalui kerangka penilaian yang menempatkan asesmen sebagai proses pengukuran, refleksi iman, pembentukan karakter, dan transformasi kehidupan peserta didik. Penelitian ini memberikan kontribusi konseptual bagi pengembangan kompetensi asesmen guru dan penguatan praktik penilaian Pendidikan Agama Kristen yang lebih bermakna.]]>
