<![CDATA[This study aims to evaluate the quality of assessment embedded in Islamic Religious Education teaching modules within the implementation of the Merdeka Curriculum. The research employed an evaluative design using a quantitative descriptive approach. Data were collected through systematic document analysis of Islamic Religious Education teaching modules developed by teachers at elementary, junior high, and senior high school levels in the Surakarta residency area. An assessment evaluation instrument was used to examine diagnostic, formative, and summative assessments, their alignment with Learning Outcomes, Learning Objectives, and Criteria for Learning Objective Achievement, as well as compliance with national assessment policies and principles. Data were analyzed using descriptive statistics to identify dominant quality levels across assessment aspects. The findings indicate that formative and summative assessments generally demonstrate satisfactory quality, particularly in measuring students’ cognitive achievement and aligning with learning objectives. However, diagnostic and skills-based assessments remain relatively weak. These weaknesses are mainly associated with limited assessment techniques, insufficient attention to students’ initial learning conditions, and inadequate use of scoring rubrics for evaluating performance and practical skills. Overall, assessment practices embedded in Islamic Religious Education teaching modules are generally aligned with curriculum standards and national policy requirements, although their pedagogical quality varies across assessment components. These findings highlight the need to strengthen teachers’ assessment literacy and professional competence, particularly in designing diagnostic, authentic, and skills-based assessments. Enhancing these competencies is essential to support comprehensive, contextual, and holistic learning assessment and improve the quality of Islamic Religious Education under the Merdeka Curriculum.]]>
Copyrights © 2026
