OUTCOME-BASED AUTHENTIC ASSESSMENT FOR GRADUATE ISLAMIC RELIGIOUS EDUCATION AT UNZAH

Abstract

This article formulates an outcome-based authentic assessment model for the Master’s Program in Islamic Religious Education (S2 PAI) at Universitas Islam Zainul Hasan Genggong. Graduate-level PAI learning requires evidence that students can integrate advanced Islamic educational knowledge, research competence, pedagogical judgement, digital capability, and pesantren-based ethical responsibility. Conventional written examinations are insufficient when they are used as the dominant source of evidence because they tend to measure recall more strongly than transfer, professional reasoning, and scholarly performance. Using qualitative descriptive library research, this study synthesizes constructive alignment, outcome-based education, authentic assessment, rubric design, and quality assurance literature. The analysis produces a five-part model: mapping course outcomes to observable performances, selecting socially and professionally meaningful tasks, applying analytic rubrics, embedding feedback and revision, and conducting lecturer moderation. Suitable tasks include policy briefs, curriculum audits, research-informed lesson designs, critical reviews, community education projects, and oral defenses. The model positions assessment as a coherent system for generating valid evidence of graduate competence rather than merely assigning grades. Its novelty lies in connecting authentic assessment with the epistemic, pedagogical, research, and ethical profile of graduate Islamic religious education in a pesantren-based university context.