<![CDATA[This study aims to analyze in depth the implementation of Islamic Religious Education (PAI) learning evaluation at SDN Karangpawitan III, map the methodological constraints faced by teachers, and offer solutions to these problems. The research method used is descriptive qualitative through a field observation study approach and structured interviews with 6A grade PAI teachers. The results showed that the evaluation mechanism had integrated cognitive, affective, and psychomotor domains by applying differentiation principles. However, a crucial obstacle was found in the high gap in teacher assessment subjectivity in the affective domain due to limited supervision of students' authentic behavior outside of school, as well as the sub-optimal utilization of digital technology in assessment documentation due to technical competence barriers and supporting facilities. As a solution step, this research offers the development of an innovation called "Authentic Affective Assessment System Based on Synergistic Digital Forms" which integrates data triangulation techniques involving teachers, students, and parents' daily control. The conclusion of this study emphasizes that the success of character evaluation requires a close, systematic, and technologically adaptive communication link between schools and parents.]]>
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