<![CDATA[Assessment in Islamic Religious Education (PAI) in Indonesia remains dominated by written tests, resulting in limited evaluation of students’ affective and psychomotor development. This study aims to examine the shift from cognitive-oriented assessment toward a holistic approach and identify the gap between teachers’ perceptions and practices. An explanatory sequential mixed-methods design was conducted with 150 PAI teachers from 20 secondary schools. Quantitative data were collected through a survey measuring the perceived importance and implementation of assessment across cognitive, affective, and psychomotor domains. Teachers were classified as recognizing holistic assessment when they rated it as important or very important, while systematic implementation required consistent assessment of all three domains based on predefined indicators. Qualitative data from interviews, classroom observations, focus group discussions, and assessment document analysis were used to explain the quantitative findings and integrated through a comparison of convergent and divergent results. The findings show that 81% of teachers considered holistic assessment important, but only 34% implemented it systematically. Document analysis found that cognitive assessment accounted for 72% of practices, compared with 18% for affective and 10% for psychomotor assessment. The results reveal a substantial implementation gap associated with limited instructional time, unclear guidelines, administrative demands, and inadequate infrastructure.]]>
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