IMPLEMENTATION OF AUTHENTIC ASSESSMENT AS A LEARNING EVALUATION TOOL AT RA ZAHRATUL HAYAH, BINJAI CITY SHEIKH ABDUL HALIM BINJAI INSTITUTE, BINJAI CITY
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Achsania Khesa
Hasanah
Early childhood education plays a crucial role in supporting optimal child development, particularly at the age of 5–6, a period of rapid development in various aspects. The learning process in early childhood education needs to be accompanied by evaluations that are in line with the characteristics of child development, one of which is through authentic assessment. This study aims to describe the implementation of authentic assessment as a learning evaluation tool for early childhood aged 5–6 at RA Zahratul Hayah, Binjai City, and to examine the benefits and constraints in its implementation. This study uses a qualitative approach with a descriptive research type. The research subjects are teachers who teach children aged 5–6, while the research object is the implementation of authentic assessment in learning activities. Data collection techniques are carried out through observation and interviews, then analyzed descriptively qualitatively with the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that authentic assessment has been implemented in an integrated manner in the learning process through play activities and daily thematic activities. The forms of authentic assessment used include observation, anecdotal notes, portfolios, and assessment of children's work. Authentic assessment provides a holistic picture of child development and assists teachers in planning learning tailored to their needs. Despite challenges related to time and administrative constraints, teachers make various adjustments to ensure the assessment remains effective. Thus, authentic assessment has proven to be a crucial learning evaluation tool in supporting optimal early childhood development.
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