Holistic Assessment in Buddhist Religious Education under the Kurikulum Merdeka: A Case Study of SD Metta Maitreya, Pekanbaru

Abstract

This study examines changes in assessment practices in Buddhist Religious Education following the implementation of the Kurikulum Merdeka, with particular attention to the shift from test-based assessment toward a holistic approach that evaluates students’ cognitive, affective, and behavioral development. The study responds to recent national education policy reforms in Indonesia that emphasize character formation and moral values, especially within faith-based schools. Employing a qualitative approach through a case study at SD Metta Maitreya in Pekanbaru, the research draws on classroom observations, in-depth interviews with teachers and students, and document analysis. The findings show a significant diversification of assessment practices through the use of affective rubrics, observation notes, reflective journals, portfolios, and narrative reports oriented toward the internalization of the values of metta and karuṇā. These changes foster positive student responses, as reflected in increased prosocial behavior, self-reflection, and moral awareness in everyday school life. The study demonstrates that holistic assessment functions not only as a tool for measuring learning outcomes but also as a pedagogical mechanism for cultivating a Buddhist moral ethos. Conceptually, this research contributes to the field of religious education by showing how learning evaluation serves as a practical space for the internalization of religious values within the policy framework of the Kurikulum Merdeka, while also highlighting the importance of teachers’ assessment literacy and institutional support in ensuring the sustainability of holistic approaches.