Kurikulum Merdeka's Authentic Assessment for Multicultural Islamic Religious Education

The purpose of this study is to investigate how authentic assessment is used in Indonesian Islamic religious education and to identify multicultural assessment ideals. In-depth interviews, participant observation, document studies, and the phenomenological method were used in this study's qualitative methodology to collect data. Affective domain: written observation guidelines, videotapes, recordings of discussion processes, questionnaires, peer assessments, questionnaires, journals or notes of anecdotes, and diaries; Cognitive domain: written test questions, written sample questions, constructed response questions, a list of oral test questions and interviews, story or text retelling, and (3) e-portfolios and portfolios in the form of experiments, character maps, visual organizers, and reading logs are examples of the psychomotor domain. Practice test sheets and study assignments are also included. The principles of living with difference, fostering mutual trust, sustaining mutual understanding, supporting mutual respect, open-mindedness, respect, and interdependence have all been highlighted by PAI instructors in Indonesia in authentic evaluations. These principles serve as a foundation for relationships between students and instructors, as well as between students and other groups of people