This research is based on the context of authentic assessment in Islamic Education subjects at the Merdeka Curriculum Elementary School level. This research analyzes the implementation of authentic assessment on students in the cognitive, affective, and psychomotor domains of students, where authentic assessment encourages students to be actively involved in the learning process, develop various skills, and prepare themselves for the challenges and demands of real life. However, the challenge educators face is the lack of teachers' understanding of the concept and implementation of authentic assessment. Therefore, it is necessary to research the implementation of authentic assessment in PAI subjects in the Merdeka Curriculum at SD Islam Cendekia Cianjur. This research is a type of descriptive research. The research method used is qualitative method, with data collection techniques through observation interviews and documentation. The overall results of the study, it shows that authentic assessment in the cognitive domain has been carried out through various instruments, such as written tests and assignments. However, in the affective domain, the implementation is still limited to direct observation, while journal assessment, self-assessment, and assessment among friends are not optimal. Authentic assessment has been implemented through practices, portfolios, and projects in the psychomotor domain.
Mahmudi et al. (Sun,) studied this question.