Implementation of Authentic Assessment in Indonesian Language Learning: A Case Study at Muhammadiyah Plus Elementary School, Batam

Abstract

This research is motivated by the critical role of authentic assessment as an evaluation instrument capable of measuring students' real and comprehensive abilities, extending beyond cognitive aspects to include affective and psychomotor domains. This study aims to describe in depth the implementation of authentic assessment in Indonesian language learning at SD Muhammadiyah Plus Batam and to identify the constraints encountered during its application. A qualitative approach with a case study design was employed. The research subjects consisted of fifth-grade teachers, the school principal, and students. Data collection techniques included participatory observation of the learning process, in-depth interviews, and documentation studies of assessment instruments and student portfolios. The data were analyzed using the Miles and Huberman interactive model, which comprises data reduction, data display, and conclusion drawing. The results indicated that the implementation of authentic assessment in Indonesian language learning at SD Muhammadiyah Plus Batam has been carried out reasonably well. Teachers utilized various assessment techniques, such as performance assessments, project-based assessments in story writing, and self-assessments. This success was well-supported by adequate school facilities and an active learning climate. However, the study identified several major constraints, including teachers' limited time to design detailed assessment rubrics for each achievement and difficulties in objectively observing students' attitudes in crowded classrooms. In conclusion, the implementation of authentic assessment at this school successfully provides a holistic overview of students' language development, although optimizing teachers' pedagogical competence in designing efficient rubrics through regular internal training remains necessary.