<![CDATA[This study aims to analyze the readiness of Islamic Religious Education teachers in developing and using psychomotor assessment instruments in the implementation of the Independent Curriculum at MTs Darul Ulum Toili, Central Sulawesi. This study uses a qualitative approach with a case study design. Data was collected through observation, semi-structured interviews, and documentation involving Islamic Religious Education teachers, deputy madrasah heads for curriculum, madrasah heads, and students. Data is analyzed using an interactive model consisting of data condensation, data presentation, and conclusion drawn, while the validity of the data is ensured through triangulation of sources and techniques. The findings of the study reveal that teachers have understood the conceptual meaning of psychomotor assessment as a performance-based assessment related to religious practice. However, their readiness to develop valid, systematic, and curriculum-aligned instruments independently is still limited. Psychomotor assessment has been implemented through religious practices such as ablution, prayer movements, recitation of the Qur'an, and other worship activities. However, the instruments used are still dominated by simple observation sheets, informal checklists, and subjective teacher assessments, which are not fully supported by clear indicators, analytical rubrics, validity procedures, and systematic documentation. The main obstacles include limited assessment literacy, lack of technical training, limited time, large class sizes, and limited access to contextual instrument models. This research implies the need for structured teacher training, collaborative development of instruments through teacher forums (MGMP), and the integration of digital tools to strengthen the quality, fairness, and accountability of psychomotor assessments in Islamic education.]]>
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