Merancang Asesmen PAI di Era Generative AI: Pergeseran dari Penilaian Produk menuju Penilaian Proses, Reasoning, dan Authenticity Siswa
DOI:
https://doi.org/10.69896/modeling.v13i1.3215Keywords:
asesmen PAI, generative AI, reasoning, authentic assessment, academic integrityAbstract
Kemunculan generative artificial intelligence (GenAI) seperti ChatGPT, Gemini, dan berbagai large language models (LLM) telah mengubah lanskap pembelajaran dan asesmen pendidikan. Dalam Pendidikan Agama Islam (PAI), perubahan tersebut menghadirkan persoalan yang lebih kompleks karena asesmen tidak hanya ditujukan untuk mengukur penguasaan pengetahuan, tetapi juga kemampuan bernalar, penghayatan nilai, sikap, dan kemampuan menerapkan ajaran Islam dalam konteks kehidupan nyata. Penelitian ini bertujuan menganalisis kebutuhan transformasi asesmen PAI pada era GenAI dan merumuskan model asesmen yang lebih berorientasi pada proses, reasoning, dan authenticity peserta didik. Penelitian menggunakan pendekatan kualitatif dengan metode studi kepustakaan. Data diperoleh melalui analisis artikel jurnal ilmiah, buku akademik, dokumen kebijakan pendidikan, dan literatur tentang asesmen autentik serta GenAI dalam pendidikan. Data dianalisis secara tematik melalui tahap identifikasi, kategorisasi, komparasi, interpretasi, dan sintesis. Hasil kajian menunjukkan bahwa asesmen berbasis produk tunggal semakin rentan kehilangan validitas sebagai bukti kemampuan individual ketika proses pengerjaannya dapat dialihkan kepada GenAI. Oleh karena itu, asesmen PAI perlu menggabungkan bukti proses, argumentasi atau reasoning, refleksi personal, performa autentik, dialog lisan, dan transparansi penggunaan AI. Artikel ini menawarkan model Process–Reasoning–Authenticity (PRA) yang menempatkan produk sebagai salah satu bukti, bukan satu-satunya dasar penilaian. Model tersebut dapat menjadi kerangka praktis bagi guru PAI untuk merancang asesmen yang tetap valid, adil, reflektif, dan berorientasi pada pembentukan karakter.
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