The Use of Authentic Assessment in the Evaluation of Christian Religious Education Learning at SMP Negeri 2 O’O’U

Abstract

This study explores the implementation of authentic assessment in Christian Religious Education (CRE) at SMP Negeri 2 O’O’U, Indonesia, in response to the paradigm shift in modern education from traditional testing toward holistic evaluation of students’ knowledge, skills, and character. Authentic assessment, which emphasizes meaningful tasks reflecting real-life contexts, aligns closely with the mission of CRE to cultivate students who are not only knowledgeable but also faithful, moral, and responsible. Unlike conventional evaluations that focus primarily on rote memorization, authentic assessment engages learners in projects, reflective journals, portfolios, and service-oriented tasks that foster deeper understanding, critical thinking, collaboration, and the embodiment of Christian values. Employing a qualitative case study design, this research involved one CRE teacher and twenty eighth-grade students as primary participants. Data were collected through classroom observations, semi-structured interviews, and analysis of instructional documents, including lesson plans, project sheets, rubrics, and student work. Thematic analysis revealed that authentic assessment enhanced student engagement, creativity, responsibility, and reflective capacity. Students expressed greater enthusiasm for learning when tasks connected classroom lessons with their daily lives and spiritual practices. Furthermore, authentic assessment provided opportunities for teachers to capture students’ affective and spiritual growth alongside academic performance. Nevertheless, challenges emerged, including limited time, difficulties in rubric design, and uneven student readiness. These findings underscore the need for professional development, institutional support, and systematic assessment guidelines. Overall, the study concludes that authentic assessment holds significant potential for transforming CRE into a more contextual, inspirational, and character-forming learning experience.