AUTHENTIC ASSESSMENT IN HOLISTIC LEARNING: ITS IMPLICATIONS FOR STRENGTHENING THE PANCA JIWA CHARACTER IN ISLAMIC BOARDING SCHOOLS

Abstract

This study aims to analyze the implementation of authentic assessment in holistic learning and its implications for strengthening the five-fold character of students at a semi-modern Islamic boarding school. The study employs a qualitative approach using a case study design conducted at Pesantren Pabelan in Magelang. Data were collected through in-depth interviews, participant observation, and documentation, and were then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that authentic assessment not only emphasizes cognitive aspects but also integrates affective and psychomotor dimensions into the daily lives of students. The implementation of evaluation was carried out through three main forms: project-based assessment, such as Islamic writing and digital da’wah; performance assessment through observation of worship practices, leadership, and communication; and portfolio assessment that records the students’ continuous development. This approach has proven to significantly contribute to strengthening the five core values of character: sincerity, simplicity, independence, Islamic brotherhood, and freedom. Self-reflection in the portfolio fosters honesty and meaningful learning, while social activities strengthen empathy and a sense of community. Performance assessment also fosters independence and responsible freedom. However, the success of its implementation is influenced by supporting factors such as teacher commitment, a conducive pesantren environment, and a flexible curriculum, as well as hindering factors such as limited teacher competence, administrative burdens, and a large number of students. This study contributes to enriching an authentic evaluation model based on pesantren values for the holistic strengthening of character education.