Transforming Islamic Religious Education Learning Assessment: Integrating HOTS, Authentic Assessment, and the Kurikulum Merdeka

Kartini Kartini (Program Studi Pendidikan Jarak Jauh Megister Pendidikan Agama Islam Universitas Islam Negeri Siber Syekh Nurjati Cirebon)
Tarusdi Tarusdi (Program Studi Pendidikan Jarak Jauh Megister Pendidikan Agama Islam Universitas Islam Negeri Siber Syekh Nurjati Cirebon)
Mahbub Nuryadien (Program Studi Pendidikan Jarak Jauh Megister Pendidikan Agama Islam Universitas Islam Negeri Siber Syekh Nurjati Cirebon)

Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat
Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian

This study aims to analyze and reconstruct an evaluation model for Islamic Religious Education (PAI) by integrating Higher-Order Thinking Skills (HOTS), authentic assessment, and the Kurikulum Merdeka (Independent Curriculum) policy. The primary issue currently facing PAI evaluation is the dominance of test-based cognitive assessment, which has not fully fostered meaningful, learner-centered learning. This study employs a qualitative approach utilizing a literature review method, examining recent scholarly journals regarding PAI evaluation, HOTS, and innovative assessment models. The findings indicate that integrating HOTS, authentic assessment, and the Kurikulum Merdeka approach can yield an evaluation model that is more holistic, contextual, and oriented toward developing 21st-century competencies. The reconstructed evaluation model encompasses performance assessments, projects, portfolios, and self-reflection, all of which encourage active student engagement. This study contributes by offering a transformative PAI evaluation framework that is relevant to the needs of modern education.