<![CDATA[This study analyzes the strategies employed by the Islamic Religious and Religious Education Division (PAKIS) of the Yogyakarta Regional Office of the Ministry of Religious Affairs to assure the quality of regional assessments for Islamic Religious Education (PAI) in secondary schools. It also identifies policy implementation constraints and maps post-assessment professional development solutions. The study employed a descriptive qualitative approach with a policy-study design. Primary data were obtained through written interviews with key informants from the PAKIS Division, while secondary data were drawn from regulatory documents and institutional evaluation reports. Data were analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings indicate that macro level quality assurance has been implemented systematically through a three stage control mechanism: determining the proportional distribution of lower, middle, and higher-order thinking skills (LOTS, MOTS, and HOTS) in the test blueprint; reviewing test drafts before printing; and conducting post-examination item analysis to integrate Religious Moderation content. Nevertheless, the effectiveness of this top-down policy is constrained by structural discrepancies, particularly disparities in PAI teachers’ pedagogical competence and the persistence of pragmatic teaching to the test practices in peripheral areas. In response, the PAKIS Division has initiated post-assessment interventions through a large scale standardization movement for senior secondary PAI instruction, training in HOTS-oriented item writing, and stronger coordination through district and municipal PAI Subject Teacher Associations (MGMP). These measures are intended to promote the sustainable and equitable quality of Islamic education.]]>
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