The Use of Authentic Assessment in Evaluating Christian Religious Education Learning: Implementation of Pedagogical Competence at SD Negeri No. 074074 Pulau Bawa

Abstract

This study explores the implementation of authentic assessment in Christian Religious Education (CRE) at SD Negeri No. 074074 Pulau Bawa and examines how teachers’ pedagogical competence influences its effectiveness. Employing a qualitative case study approach, the research gathered data through classroom observations, semi-structured interviews, and document analysis. Findings reveal that authentic assessment practices-such as projects, portfolios, and performance tasks-are gradually emerging but remain inconsistently applied. Teachers who demonstrate strong pedagogical competence are better able to design assessments that integrate cognitive understanding, affective growth, and practical expression of Christian values. These educators utilize reflective journals, service-learning projects, and creative performances to evaluate not only knowledge but also spiritual maturity and moral reasoning. However, challenges persist, including limited time, inadequate training, and the absence of institutional frameworks supporting authentic assessment. Many teachers still rely on traditional written tests that emphasize factual recall rather than transformative learning. Despite these obstacles, both teachers and school leadership recognize the potential of authentic assessment to foster holistic development aligned with the theological and ethical aims of CRE. The study concludes that authentic assessment embodies a paradigm shift from measuring learning outcomes to nurturing spiritual formation, critical thinking, and social responsibility. It aligns with constructivist pedagogy and the biblical principle that faith is expressed through action (James 2:17). Strengthening teachers’ pedagogical competence and institutional support is essential for realizing authentic assessment as a transformative model of Christian education that evaluates not only what students know, but who they are becoming in Christ.