Challenges and Teacher Strategies in Implementing Authentic Assessment: A Case Study at a State Islamic Junior High School
DOI:
https://doi.org/10.31958/jaf.v13i2.16021Keywords:
Authentic Assessment, Merdeka Curriculum, Teacher StrategiesAbstract
This study aims to describe the challenges and strategies of teachers in implementing authentic assessment within the Merdeka Curriculum at State Islamic Junior High School 3 Jakarta. Using a qualitative approach with a case study design, the research involved teachers of grades 8 and 9 as participants. Data were collected through in-depth interviews, classroom observations, and document analysis of assessment rubrics and student performance results. The instruments used included interview guidelines, observation sheets, and rubric review forms. The findings revealed that teachers faced several challenges, such as limited time for rubric development, difficulties in determining appropriate indicators, and students’ lack of understanding of authentic criteria. To overcome these challenges, teachers applied adaptive strategies including peer collaboration, rubric simplification, and reflective assessment practices to improve learning quality.
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Copyright (c) 2025 Hanna Hanifa Hira, Ernawati Ernawati, Rifky Praptama, Muhamad Restu Andhika, Elin Driana
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