<![CDATA[The evaluation of Islamic Religious Education (IRE) has distinct characteristics compared with learning assessment that focuses solely on knowledge acquisition. The objectives of IRE encompass understanding Islamic teachings, developing religious skills, and fostering positive attitudes and noble character. This orientation requires an evaluation approach that connects knowledge with its application in everyday life. This article aims to analyze the integration of authentic assessment into IRE learning evaluation to gain insights into the internalization of Islamic values among students. The study employs a library research method with a qualitative-descriptive approach by analyzing literature on authentic assessment, educational evaluation, scholarly articles on IRE learning, and educational assessment regulations. The findings indicate that authentic assessment can support IRE learning evaluation through structured observation, performance assessment, portfolios, contextual projects, and reflective journals. Such integration requires alignment among learning objectives, value indicators, assessment instruments, collected evidence, and feedback. This article proposes a conceptual framework for integrating authentic assessment that views the internalization of Islamic values as a developmental process requiring continuous evaluation rather than an outcome determined through a single assessment. The framework is expected to provide a conceptual foundation for developing IRE evaluation practices that are more contextual, objective, and oriented toward character formation.]]>
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