<![CDATA[Systematic learning evaluation can be used to determine and decide to what extent learning objectives have been achieved. Advances in technology and information play a vital role in digitalisation strategies for learning, one example being the use of Computer-Based Tests (CBT) in the conduct of learning assessment. The aim of this research is to analyse the implementation, outcomes and barriers to the implementation of CBT-based Islamic Education (PAI) learning assessment at SMAN 10 Bogor. The researcher employed a qualitative research method, utilising a case study approach. Data was collected through observation, interviews and documentation. The data sources for this study were the deputy head for curriculum, Islamic Education teachers, the IT team and pupils. The data obtained were subsequently analysed, and the findings of this study indicate that the implementation of CBT-based assessment was carried out in an integrated manner through school management, preparation by Islamic Education teachers and support from the IT team. Its implementation via a local area network was equipped with security mechanisms that supported the creation of a more honest assessment process. The implementation of CBT not only enhances effectiveness, efficiency and objectivity but also contributes to the instilling of Islamic character values, particularly honesty, discipline and self-confidence, in pupils. On the other hand, several obstacles arose due to internal and external factors. Consequently, CBT-based Islamic Education assessment has become an assessment model that combines the effectiveness and efficiency of technology with the reinforcement of pupils’ Islamic character values.]]>
