Adopsi Asesmen Autentik di Era Kurikulum Merdeka: Studi Kasus pada Guru SDN Larangan Selatan 3

Abstract

Although authentic assessment plays an important role in improving the quality of learning evaluation and supporting the achievement of the Pancasila Student Profile, studies on its adoption at the elementary school level in the implementation of the Kurikulum Merdeka remain limited. This study aims to describe the process by which teachers adopt authentic assessment in implementing the Kurikulum Merdeka. The study employed a qualitative approach with an instrumental single-case study design. The participants comprised six individuals: a Physical Education, Sports, and Health teacher, an Islamic Religious Education teacher, fourth-, fifth-, and sixth-grade teachers, and a curriculum coordinator, who were selected through purposive sampling. Data were collected through in-depth interviews, participatory observation, and a review of teaching module documents. The findings indicate that teachers’ conceptual understanding of authentic assessment was relatively good, but gaps remained between the stated equitable distribution of training and the actual conditions in the field, as well as between planning in teaching modules and its implementation in the classroom. The adoption process occurred gradually through planning, assessment implementation in the cognitive, affective, and psychomotor domains, and the use of instruments that were still dominated by checklists. Its implementation faced constraints related to limited time, administrative workload, external factors, and the need to accommodate student differences. This study concludes that authentic assessment has been adopted, but further strengthening is still required in the development of high-quality rubrics, the use of portfolios, and the more systematic implementation of affective assessment. These findings emphasize the importance of continuing professional development through technical training in instrument development, strengthened clinical supervision by school principals, the provision of instrument banks by the government, and reduced administrative workloads so that teachers can develop higher-quality assessments.