<![CDATA[This study aims to construct an authentic assessment rubric capable of measuring students' religious competence in a more holistic manner. The study employs a design-and-development approach based on a literature review and document analysis, comprising stages such as conceptual needs analysis, construct mapping, indicator formulation, performance descriptor development, and scoring scheme design. Data sources include scholarly articles on authentic assessment and rubrics, studies on Islamic Religious Education (PAI) assessment, and relevant instructional policy documents. The resulting construct is a four-level analytic rubric encompassing five competence dimensions: religious understanding, worship practices, personal character, socio-religious behavior, and religious reflection. Each dimension includes performance indicators and descriptors for levels 1–4, enabling teachers to evaluate observable behavioral evidence or products rather than assigning scores based on general impressions. The rubric is also designed to support formative assessment through feedback and student reflection. This construction provides an initial, operational framework for aligning PAI objectives, authentic tasks, performance evidence, and assessment decisions. A limitation of this study is that the rubric has not yet been empirically tested on a student sample; therefore, its content validity, inter-rater reliability, and practical utility require evaluation in future research.]]>
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