Hacking the Challenge of Authentic Assessment in PAI-BP Learning at SMK Negeri 1 Lubuk Sikaping

Abstract

The implementation of authentic assessment in the learning process of Islamic Education and Character Building (PAI-BP) in vocational high schools remains a significant challenge, particularly in aligning assessment methods with the unique characteristics of vocational students. This study aims to explore the existing barriers and propose strategic solutions to overcome obstacles in authentic assessment practices at SMK Negeri 1 Lubuk Sikaping. The research focuses on how authentic assessment can more effectively measure students' competence in spiritual attitudes, social behavior, knowledge, and skills, as mandated by the Merdeka Curriculum. Employing a qualitative descriptive approach, the study collects data through in-depth interviews with PAI-BP teachers, classroom observations, and document analysis. The findings reveal that time constraints, teacher readiness, limited understanding of assessment instruments, and insufficient integration of spiritual-moral competencies into practice-based tasks constitute major hindrances. Despite these challenges, several good practices emerge, including the use of reflective journals, project-based tasks, and peer assessments that help bridge the gap between theory and practice. The study concludes that consistent professional development, collaborative teacher forums, and simplified but comprehensive assessment rubrics are critical to fostering a culture of meaningful and sustainable authentic assessment. These findings contribute to enhancing the effectiveness of PAI-BP instruction in vocational education contexts.