<![CDATA[Assessment in Islamic Religious Education (PAI) has often overemphasized the cognitive domain, neglecting the affective and psychomotor dimensions that are fundamental to the character formation of students. This study aims to reconstruct the assessment taxonomy in PAI through a synergistic approach integrating the cognitive, affective, and psychomotor domains, while designing a contextual assessment blueprint based on the Merdeka Curriculum. The method employed is qualitative research using a library research approach, through the review of primary and secondary sources including books, scientific journals, and relevant curriculum documents. Data were analyzed descriptively and analytically. The findings indicate that effective PAI assessment requires the integrated synergy of all three taxonomic domains: the cognitive domain encompasses understanding Islamic concepts, the affective domain covers the internalization of values and attitudes, and the psychomotor domain includes the practice of worship and moral conduct. A contextual assessment blueprint based on the Merdeka Curriculum is capable of accommodating all three domains proportionally and in alignment with the contemporary needs of students. This study contributes to the development of PAI assessment instruments that are more holistic, authentic, and character-based.]]>
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