REKONSEPTULISASI VALIDITAS PENILAIAN PAI MELALUI PERSPEKTIF CONSTRUCTIVE ALIGNMENT PADA KURIKULUM MERDEKA

In Islamic Religious Education (PAI), assessment validity is often viewed as the technical quality of assessment instruments, with less attention given to its connection to learning design. This conceptual study reevaluates assessment validity through the lens of Constructive Alignment in the Merdeka Curriculum. Using a qualitative conceptual approach, the study draws on theories, policy documents, and recent research in learning assessment and Islamic education. The analysis shows that technically valid instruments may not reflect intended learning outcomes if assessments are not aligned with curriculum aims and classroom experiences. The study therefore proposes redefining assessment validity as the degree of alignment among learning outcomes, learning experiences, and assessment. This approach shifts the focus from instrument quality to the coherence of the entire learning process, supplying a foundation for more holistic and meaningful assessment practices in Islamic Religious EducationIn Islamic Religious Education (PAI), assessment validity is often viewed as the technical quality of assessment instruments, with less attention given to its connection to learning design. This conceptual study reevaluates assessment validity through the lens of Constructive Alignment in the Merdeka Curriculum. Using a qualitative conceptual approach, the study draws on theories, policy documents, and recent research in learning assessment and Islamic education. The analysis shows that technically valid instruments may not reflect intended learning outcomes if assessments are not aligned with curriculum aims and classroom experiences. The study therefore proposes redefining assessment validity as the degree of alignment among learning outcomes, learning experiences, and assessment. This approach shifts the focus from instrument quality to the coherence of the entire learning process, supplying a foundation for more holistic and meaningful assessment practices in Islamic Religious Education.