MAQASID ORIENTED AUTHENTIC ASSESSMENT FOR GRADUATE ISLAMIC RELIGIOUS EDUCATION AT UNZAH
Keywords:
Maqasid Al-Shariah, Authentic Assessment, Islamic Religious Education, Graduate Learning, Professional JudgmentAbstract
This article formulates a maqasid-oriented authentic assessment model for graduate Islamic Religious Education in the S2 PAI Program at Universitas Islam Zainul Hasan Genggong. The study responds to the limitation of assessment practices that emphasize reproduction of theoretical knowledge while giving insufficient attention to contextual judgment, ethical responsibility, and the ability to design educational solutions. A qualitative descriptive library-research method was used to synthesize literature on authentic assessment, constructive alignment, long-term learning, and maqasid al-Shariah. The analysis indicates that assessment tasks should represent the professional work of graduate PAI students, including interpreting educational problems, designing value-based interventions, defending scholarly decisions, and reflecting on their social consequences. Maqasid principles provide an ethical orientation for judging whether student responses protect religion, life, intellect, family, dignity, and social welfare. Analytic rubrics, oral defenses, portfolios, and triangulated evidence can strengthen validity and transparency. The study concludes that maqasid-oriented authentic assessment can connect academic rigor with Islamic ethical purposes when criteria are observable, feedback is dialogic, and values are assessed through reasoned performance rather than symbolic claims.
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