<![CDATA[This study examines the implementation of Classroom-Based Assessment (CBA) at Madrasah Ibtidaiyah Miftahul Ulum Toto Mulyo, focusing on three assessment dimensions: assessment as learning, assessment for learning, and assessment of learning, and their relationship to the development of students’ competencies (cognitive, affective, psychomotor, and 21st-century/4C competencies). Employing a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis (rubrics, instruments, and learning outcomes). Data were analyzed interactively through data reduction, data display, and source triangulation to ensure the credibility of the findings. The results indicate that teachers have integrated several CBA principles into instructional practices, particularly in formative aspects (assessment for learning), as evidenced by frequent checks for understanding and the provision of feedback. However, the implementation of assessment as learning remains weak due to the limited use of structured reflection and self-assessment practices. In addition, assessment of learning is conducted but has not been fully standardized or made transparent to students. In terms of competencies, assessment practices tend to strengthen the cognitive domain and psychomotor aspects of religious practices, while the development of 4C competencies (critical thinking, creativity, collaboration, and communication) and consistent affective assessment still requires further reinforcement. This study recommends improving the transparency of assessment indicators, developing clear rubrics, empowering self-assessment procedures, and providing teacher training in the design and implementation of fair and learning-oriented CBA.]]>
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