<![CDATA[This study examines the need to reconstruct authentic spiritual assessment in Islamic Religious Education (PAI) learning at the Madrasah Ibtidaiyah level. In practice, assessment in PAI is still largely focused on measuring students’ cognitive achievement, while aspects related to spiritual growth, religious habits, and character development often receive less systematic attention. This study aims to explore the limitations of existing assessment practices and formulate an integrative-tawhidi model of authentic spiritual assessment that is relevant to the characteristics of elementary Islamic education. The research employed a library research approach by reviewing and analyzing literature on authentic assessment, Islamic education, spiritual pedagogy, and value-based learning. The findings indicate that spiritual assessment in PAI requires a more comprehensive framework that is able to connect knowledge, attitudes, and religious practices within students’ daily lives. The proposed model integrates spiritual portfolios, reflective journals, observation of religious behaviour, self-assessment, and project-based religious activities within a holistic assessment framework. This model is expected to support teachers in evaluating students’ learning outcomes more comprehensively while strengthening religious character and spiritual awareness from an early age. Therefore, authentic spiritual assessment can serve not only as an instrument for measuring learning achievement but also as a means of fostering meaningful religious values in Madrasah Ibtidaiyah.]]>
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