Multiculturalism Of Authentic Assessment In Islamic Religious Education In Indonesia

Abstract

The study aims to explore the implementation of Authentic Assessment in the subject of Islamic Religious Education in Indonesia, and to find the multiculturalism values in the practice of the Assessment. This study employed qualitative approach with phenomenological method, which carried out deep interview, participant observation, and document study as data collection technique. This study found that the authentic assessment variant practiced by Islamic Religious Education teachers included: (1) Affective domains: observation guidelines (written), videotapes, recording of discussion process, self-assessment, questionnaires, peer assessment of students, questionnaires, journals/anecdotal records, and diaries; (2) written test questions, examples of writing, constructed response items, lists of oral test questions and interviews, retelling stories/texts, and written homework; and (3) practice test sheets, learning tasks, also portfolios and e-portfolios in the form of experiments, character maps, graphic organizers, and reading logs. As for the multiculturalism values which were successfully identified in authentic assessments by Islamic Religious Education teachers in Indonesia includde the values of: learning to live in differences, building mutual trust, maintaining mutual understanding, upholding mutual respect, open minded, appreciative and interdependence. These values were connected multi-purposely not only among students, also between students and teachers.