Implementing Authentic Assessment in Islamic Education to Foster Students' Social Character under the Merdeka Curriculum

Widodo Widodo; Firdaus Firdaus; Ahmad Sholeh; Cindy Rawidiah

doi:10.58485/jie.v5i2.781

Authors

Widodo Widodo Universitas Islam Riau, Indonesia
Firdaus Firdaus Universitas Islam Riau, Indonesia
Ahmad Sholeh Universitas Islam Riau, Indonesia
Cindy Rawidiah Universitas Riau, Indonesia

DOI:

https://doi.org/10.58485/jie.v5i2.781

Keywords:

Authentic assessment, Islamic Education, social character, Merdeka Curriculum, character-based learning

Abstract

This study aims to analyze the implementation of authentic assessment in Islamic Education to foster students' social character within the framework of the Merdeka Curriculum. The study is motivated by the continued dominance of assessment practices that emphasize cognitive aspects, resulting in limited comprehensive assessment of students' social character development. A qualitative approach with a case study design was employed. The research was conducted at a junior high school that had implemented the Merdeka Curriculum. Informants included Islamic Education teachers, the principal, the vice-principal for curriculum affairs, and students, selected through purposive and snowball sampling. Data were collected through semi-structured interviews, participant observation, and document analysis, and analyzed using the interactive model developed by Miles, Huberman, and Saldaña, which involves data condensation, data display, and conclusion drawing. The findings indicate that authentic assessment is implemented through planning that integrates social character dimensions. Assessment methods include project-based activities, attitude observation, portfolios, and self-reflection, which support the internalization of socio-religious values such as cooperation, responsibility, prudence, and social concern. However, implementation faces challenges related to time constraints, administrative complexity, teachers' assessment literacy, and differences in students' characteristics. The study demonstrates that authentic assessment in Islamic Education functions not only as an evaluation instrument but also as a pedagogical strategy for fostering students' social character. These findings highlight the need to strengthen teacher competence, simplify assessment procedures, and develop school policies that support the sustainable implementation of authentic assessment.

Downloads

Download data is not yet available.

References

Abicandra, M. N. H. (2022). Application of Authentic Assessment In Arabic Language Teaching In The Program of Studying The Arabic Language At The Idrisi Islamic Boarding School For Boys, Jember. Journal of Arabic Language Teaching, 2(1), 1–16. https://doi.org/10.35719/arkhas.v2i1.1267

Alatise, T., & Akinfolarin, C. (2025). School Based Management Committee Roles and Facilities Maintenance as Correlates of Teachers’ Effectiveness. Multidisciplinary Journal of Thought and Research, 1(3), 80–96. https://doi.org/10.67055/cz5yfb48

Bahishti, A. A. (2022). The Vital Role of Research Methodology in Addressing the Research Questions. International Journal of Methodology, 1(1), 1–1. https://doi.org/10.21467/ijm.1.1.2016.29

Baroroh, U., & Hamani, T. (2022). Development of Authentic Assessment in Islamic Religious Education in Elementary School. Nazhruna: Jurnal Pendidikan Islam, 5(3), 940–955. https://doi.org/10.31538/nzh.v5i3.2380

Bingham, A. J. (2023). From Data Management to Actionable Findings: A Five-Phase Process of Qualitative Data Analysis. International Journal of Qualitative Methods, 22(2), 39–55. https://doi.org/10.1177/16094069231183620

Engkizar, E., Jaafar, A., Hamzah, M. I., Fakhruddin, F. M., Oktavia, G., & Febriani, A. (2023). Changes in Students’ Motivation to Memorize the Quran: A Study at Quranic Higher Education Institutions in Indonesia. International Journal of Islamic Studies Higher Education, 2(3), 240–258. https://doi.org/https://doi.org/10.24036/insight.v2i3.240

Engkizar, E., Jaafar, A., Hamzah, M. I., Langputeh, S., Rahman, I., & Febriani, A. (2025). Analysis Problems of Quranic Education Teachers in Indonesia: Systematic Literature Review. International Journal of Islamic Studies Higher Education, 4(2), 92–108. https://insight.ppj.unp.ac.id/index.php/insight

Engkizar, E., Jaafar, A., Hamzah, M. I., Syafril, S., Febriani, A., Oktavia, G., & Satrial, A. (2026). Quran Teachers’ Skills as Pedagogical Foundations: Conceptual and Practical Insights into Nine Competencies. Muaddib: Journal of Islamic Teaching and Learning, 2(1), 22–38.

Engkizar, E., Jaafar, A., Taufan, M., Rahman, I., Oktavia, G., & Guspita, R. (2023). Quran Teacher: Future Profession or Devotion to the Ummah? International Journal of Multidisciplinary Research of Higher Education (IJMURHICA), 6(4), 196–210. https://doi.org/https://doi.org/10.24036/ijmurhica.v6i4.321

Engkizar, E., Kasmar, I. F., Amnda, V., Mutathahirin, M., Maulida, A., Sari, W. W., Putra, S., Anwar, F., & Taufan, M. (2019). The Concepts of Mudarris, Mu’allim, Murabbi, Mursyid, Muaddib in Islamic Education. Khalifa: Journal of Islamic Education, 3(2), 107. https://doi.org/10.24036/kjie.v3i2.26

Erwin, E., Sabri, A., Hidayati, H., & Alindra, A. L. (2025). Integration of Local Wisdom and Islamic Values as a Foundation for the Strengthening of Character Education in the Modern Era. Fitrah: Journal of Islamic Education, 6(2), 436–453. https://doi.org/10.53802/fitrah.v6i2.1415

Friyandini, R. (2025). Authentic Assessment in Indonesian Language Learning: Theoretical Review And Its Implications. International Seminar on Humanity, Education, and Language, 1(July), 397–411. https://doi.org/https://doi.org/10.21009/ishel.v1i1.57721

Hamid, N. F. F., Giling, M., & Muhammad, M. L. H. (2026). Threats to Scientific Epistemology in the Digital Era: A Systematic Literature Review. Multidisciplinary Journal of Thought and Research, 2(2), 63–73. https://doi.org/10.67055/gdapjs80

Intranti, C. M., Wati, E., & Isdaryanti, B. (2025). Analisis Implementasi Asesmen dalam Kurikulum Merdeka di SDN Mintaragen 4 Kota Tegal. Jurnal Ilmiah Pendidikan Dasar, 10(September), 335–346. https://doi.org/https://doi.org/10.23969/jp.v10i03.28599

Jaafar, A., Kamaruzaman, N. R., & Idris, M. (2025). The Concept and Practice of Islamic Education in Realizing Peace in Society. Muaddib: Journal of Islamic Teaching and Learning, 1(2), 24–35. https://doi.org/https://muaddib.intischolar.id/index.php/muaddib/article/view/10

Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130–144. https://doi.org/10.1016/j.edurev.2007.05.002

Julhadi, J., Metriadi, M., Sasputra, H., Syarif, M., & Adhitya, A. (2026). Authentic Assessment in Islamic Education: Challenges and Practice. Ahlussunnah: Journal of Islamic Education, 5(1), 83–91. https://doi.org/10.58485/jie.v5i1.588

Kassymova, G. K., Engkizar, E., Hebebci, M. T., & Talgatov, Y. K. (2025). Interreligious Coexistence in Islam: Implications for Islamic Education and the Achievement of SDGs. Muaddib: Journal of Islamic Teaching and Learning, 1(3), 79–92.

Murphy, N., Wang, W. M., & Lee, C. J. (2024). The Routledge Companion to Literature and Art. In ed (Ed.), The Routledge Companion to Literature and Art: Vol. McMillan , (Issue 1). Routledge. https://doi.org/10.4324/9781003273356

Moore, O. A., Aguinis, H., & Darden, T. R. (2026). Defining, assessing, and reporting saturation in qualitative research: Review and recommendations. Leadership Quarterly, 37(2). https://doi.org/10.1016/j.leaqua.2026.101950

Nugroho, A. E. J. K., Sugiyanto, S., & Prihadi, S. (2025). the Impacts of Implementing Merdeka Belajar Curriculum on the Quality of Senior High School Education in Indonesia: a Scoping Review. Prima Magistra: Jurnal Ilmiah Kependidikan, 6(4), 525–542. https://doi.org/10.37478/jpm.v6i4.5652

Perkins, M., Furze, L., Roe, J., & MacVaugh, J. (2024). The Artificial Intelligence Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment. Journal of University Teaching and Learning Practice, 21(06). https://doi.org/10.53761/q3azde36

Rashid, Y., Rashid, A., Warraich, M. A., Sabir, S. S., & Waseem, A. (2019). Case Study Method: A Step-by-Step Guide for Business Researchers. International Journal of Qualitative Methods, 18, 453. https://doi.org/10.1177/1609406919862424

Rifaldi, M., Kaharu, S. N., Pahriadi, P., Azizah, A., & Sukri, S. (2026). Teachers’ Understanding of the Merdeka Curriculum. Journal of Innovation and Research in Primary Education, 5(1), 1486–1495. https://doi.org/10.56916/jirpe.v5i1.3076

Robinson, O. C. (2023). Probing in qualitative research interviews: Theory and practice. Qualitative Research in Psychology, 20(3), 382–397. https://doi.org/10.1080/14780887.2023.2238625

Rosmita, R., Syahrul, S., Sahabuddin, E. S., & Ishak, S. (2025). Assessing Teacher Readiness for Merdeka Curriculum Implementation: A Case Study in Bulukumba Regency. AL-ISHLAH: Jurnal Pendidikan, 17(4), 87–98. https://doi.org/10.35445/alishlah.v17i4.7597

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832

Sharples, M. (2023). Towards social generative AI for education: theory, practices and ethics. Learning: Research and Practice, 9(2), 159–167. https://doi.org/10.1080/23735082.2023.2261131

Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive Medicine Reports, 12, 271–283. https://doi.org/10.1016/j.pmedr.2018.10.003

Widiyanto, A. (2020). Religion and Covid-19 in the Era of Post-Truth: The Case of Indonesia. International Journal of Islamic Thought, 12(1), 1–12. https://doi.org/10.24035/ijit.18.2020.176

Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.05.010