<![CDATA[Authentic evaluation is an assessment approach that emphasizes students' ability to apply knowledge, skills, and attitudes through tasks relevant to real life. In Islamic Cultural History (ISHC) learning, the application of project-based assessment is one form of authentic evaluation that can develop students' competencies comprehensively. This study aims to describe the implementation of project-based assessment in ISHC learning at an elementary school, identify supporting and inhibiting factors, and analyze its impact on student learning outcomes. The study used a qualitative approach with a case study method. Data were obtained through observation, in-depth interviews, and documentation involving the head of the school, ISHC teachers, and students. Data analysis was carried out using the Miles, Huberman, and Saldaña model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of project-based assessment in ISHC learning can improve students' understanding of Islamic history concepts, critical thinking skills, creativity, collaboration, communication, and strengthening of religious character. The projects given were in the form of making Islamic history posters, documentary videos, maps of Islamic missionary journeys, and portfolios of Islamic figures. Assessment was conducted using a rubric covering aspects of planning, process, product results, presentation, and student reflection. Obstacles encountered included limited learning time, teachers' ability to develop authentic assessment instruments, and limited supporting resources.]]>
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