<![CDATA[Learning assessment is a crucial component of the educational process, particularly in Islamic Religious Education (PAI), which emphasizes not only students’ cognitive abilities but also the development of their affective and psychomotor aspects. Nevertheless, the implementation of assessment in the learning process often reveals discrepancies between the concepts that should be applied and the realities found in actual practice, especially regarding the objectivity of attitude assessment, limited instructional time, and the suboptimal use of technology. This study aims to describe the implementation of PAI learning evaluation at MTs Al-I’anah, including the instruments used, the adaptation of evaluation to students’ characteristics, the challenges encountered, and the utilization of technology in the evaluation process. This research employed a descriptive qualitative approach with data collection techniques through interviews and observations with Islamic Cultural History (SKI) teachers. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured using source and method triangulation. The findings show that PAI learning evaluation at MTs Al-I’anah has been implemented systematically and continuously using various instruments such as written tests, oral tests, assignments, attitude observations, as well as presentations and discussions. The evaluation also covers the three learning domains in a balanced way and is used as a basis for reflection to improve teaching and learning processes. However, several challenges remain, including time limitations, difficulties in objectively assessing affective aspects, and the suboptimal integration of technology. The study concludes that PAI learning evaluation functions not only as a tool for measuring learning outcomes but also as a means of character building and internalization of Islamic values among students]]>
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