TRANSFORMING ISLAMIC RELIGIOUS EDUCATION ASSESSMENT THROUGH DIGITAL MEDIA: INTEGRATING AUTHENTIC ASSESSMENT, LEARNING ANALYTICS, AND STUDENT CENTERED LEARNING AT SD UNGGULAN CAHAYA CENDEKIA

Abstract

The digital transformation of education has encouraged schools to redesign assessment practices that are more authentic, learner centered, and data informed. However, assessment in Islamic Religious Education (IRE) at the primary school level remains predominantly focused on conventional paper based tests, limiting opportunities to evaluate students' holistic competencies and learning processes. This study aims to explore the transformation of IRE assessment through the integration of digital media, Authentic Assessment, Learning Analytics, and Student Centered Learning at SD Unggulan Cahaya Cendekia. A qualitative case study approach was employed, with data collected through classroom observations, semi structured interviews, document analysis, and digital assessment records involving school leaders, teachers, and students. The findings reveal that digital media facilitates more interactive, continuous, and transparent assessment practices, while Authentic Assessment and Student Centered Learning promote active participation, reflective learning, and meaningful feedback. Furthermore, Learning Analytics enables teachers to monitor students' learning progress and make evidence based instructional decisions. The integration of these approaches contributes to a comprehensive assessment ecosystem that enhances students' cognitive, affective, and psychomotor competencies while improving assessment quality and supporting innovative Islamic Religious Education in primary schools