<![CDATA[Changes to the national curriculum have consequences for the assessment paradigm, shifting from a standard-based competency measurement to a more holistic, contextual, and learning-oriented assessment. In the context of Islamic education, evaluation serves not only to measure cognitive aspects but also to reflect the development of students' faith, morals, and religious practices. The 2013 Curriculum emphasizes authentic assessment encompassing attitudes, knowledge, and skills through various formal instruments, while the Independent Curriculum emphasizes formative assessment, differentiation, and strengthening the Pancasila Student Profile in line with Islamic values. This research employed a qualitative approach with comparative study methods and descriptive-interpretive analysis. Data were collected through document studies of curriculum policies, assessment guidelines, and Islamic Religious Education evaluation tools. The results indicate that the 2013 Curriculum has a more systematic and standardized evaluation structure, but tends to be administrative, while the Independent Curriculum is more flexible and reflective, but requires higher teacher pedagogical capacity. This research emphasizes the importance of integrating the advantages of both systems in building an Islamic Education evaluation model that is more holistic, humanistic, and oriented towards the formation of students' religious character. ]]>
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