<![CDATA[This study is motivated by the fact that novice Islamic Religious Education (PAI) teachers at the elementary school level are often not fully prepared to design high-quality learning assessments, particularly those that encompass not only cognitive aspects but also affective and psychomotor domains as required by the Merdeka Curriculum. This lack of readiness may lead to misalignment between learning objectives and assessment instruments, as well as limited ability to develop Higher Order Thinking Skills (HOTS)-based questions. The purpose of this study is to analyze the ability of novice teachers to plan, construct, and implement PAI learning assessments in elementary schools and to identify factors influencing the quality of the assessments produced. This research employs a qualitative approach using semi-structured interviews with a novice PAI teacher as the primary informant. Data analysis techniques include data reduction, data display, and thematic conclusion drawing. The findings indicate that novice teachers generally understand the fundamental concepts of assessment covering cognitive, affective, and psychomotor aspects, and they prepare test blueprints as a basis for constructing assessment instruments. However, several challenges were identified, including difficulties in developing HOTS-based questions, determining appropriate difficulty levels considering students' diverse abilities, and limited teaching experience. Training experiences, mentorship from senior teachers, and the availability of assessment examples provided by schools were identified as supporting factors that contribute to improving assessment quality. Therefore, continuous professional development programs focusing on assessment competence are essential to enhance the overall quality of Islamic Religious Education learning. Penelitian ini dilatarbelakangi oleh masih ditemukannya guru pemula Pendidikan Agama Islam (PAI) di sekolah dasar yang belum sepenuhnya siap dalam menyusun asesmen pembelajaran yang berkualitas, khususnya asesmen yang tidak hanya berfokus pada aspek kognitif, tetapi juga mencakup aspek afektif dan psikomotorik sebagaimana tuntutan Kurikulum Merdeka. Ketidaksiapan tersebut berpotensi menyebabkan ketidaksesuaian antara tujuan pembelajaran (TP) dengan instrumen penilaian, serta rendahnya kemampuan guru dalam mengembangkan soal berbasis Higher Order Thinking Skills (HOTS). Penelitian ini bertujuan untuk menganalisis kemampuan guru pemula dalam merencanakan, menyusun, dan mengimplementasikan asesmen pembelajaran PAI di sekolah dasar serta mengidentifikasi faktor-faktor yang mempengaruhi kualitas asesmen yang dihasilkan. Penelitian ini menggunakan pendekatan kualitatif dengan metode wawancara semi-terstruktur terhadap guru pemula PAI sebagai informan utama. Teknik analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan secara tematik. Hasil penelitian menunjukkan bahwa guru pemula telah memahami konsep dasar asesmen yang mencakup aspek kognitif, afektif, dan psikomotorik, serta telah menyusun kisi-kisi sebagai dasar penyusunan instrumen penilaian. Namun, ditemukan kendala dalam pengembangan soal HOTS, penentuan tingkat kesulitan soal yang sesuai dengan heterogenitas kemampuan siswa, serta keterbatasan pengalaman mengajar. Faktor pelatihan, bimbingan guru senior, serta ketersediaan contoh instrumen dari sekolah menjadi faktor pendukung dalam meningkatkan kualitas asesmen. Dengan demikian, peningkatan kompetensi asesmen bagi guru pemula melalui pelatihan berkelanjutan menjadi kebutuhan penting untuk meningkatkan kualitas pembelajaran PAI secara komprehensif.]]>
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