<![CDATA[This study aims to analyze the challenges faced by teachers in implementing authentic assessment of Islamic Religious Education (PAI) learning under the Merdeka Curriculum, as well as to describe students' perceptions of the ongoing evaluation process. The study employed a descriptive qualitative approach using open-ended questionnaire instruments involving 12 PAI educators from elementary, junior high, and senior high school levels, along with 43 students from SMP Al-Qur'an Terpadu Yanbu'ul Qur'an 1 Pati and SMAN 12 Depok. The findings reveal that teachers face four primary challenges: (1) difficulty in assessing the affective domain, particularly spiritual and social attitudes that are abstract in nature and prone to subjectivity; (2) high administrative burden in developing rubrics and portfolios; (3) rapid curriculum regulatory changes that have resulted in uneven teacher adaptation; and (4) limited time and supporting resources. From the students' perspective, practice-based and digital platform assessments such as Quizizz and Kahoot are preferred over conventional written tests, as they are considered more engaging and less burdensome. This study recommends simplifying assessment instruments, integrating digital technology, and strengthening teacher training through professional learning communities to achieve PAI evaluation that is authentic, equitable, and oriented toward students' character development.]]>
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