Kadek Agus Suarimbawa, A. A. I. N. Marhaeni, G. A. P. Suprianti (2017).

An Analysis of Authentic Assessment Implementation

Based on Curriculum 2013 in SMP Negeri 4 Singaraja. Journal of Education Research and Evaluation. Vol.1 (1) pp. 38-45.

An Analysis of Authentic Assessment Implementation Based

on Curriculum 2013 in SMP Negeri 4 Singaraja
Kadek Agus Suarimbawa1, *, A. A. I. N. Marhaeni2, G. A. P. Suprianti 3
1 English Departement. Universitas Pendidikan Ganesha, Indonesia
2 English Departement. Universitas Pendidikan Ganesha, Indonesia
3 English Departement. Universitas Pendidikan Ganesha, Indonesia

Abstract Keywords:
This research aimed at (1) describing authentic assessment preparation according to Authentic assessment,
Curriculum 2013 by grade seven teachers in SMP Negeri 4 Singaraja, (2) describing Implementation,
authentic assessment implementation according to Curriculum 2013 (3) describing Obstacles,
obstacles experienced by teachers in implementing authentic assessment according to Preparation
Curriculum 2013 This research is descriptive qualitative study. The data were gaining
by study documents, observations, and interview. The result shows that (1) the
conformity of authentic assessment preparation based on Curriculum 2013 by the
teachers in is 53.97% which category is sufficient. (2) Conformity of authentic
assessment implementations by the teachers is 44.4% which category is sufficient. (3)
Obstacles experienced by teachers are in terms of students’ number and lack of time
in the authentic assessments implementation. In conclusion, authentic assessments
implementation already measured the competence of knowledge, attitudes and skills
of the students according to Curriculum 2013.

Introduction

Curriculum 2013, which is applied at this time is expected to answer the constantly changing
challenges of the time which cannot be prevented, and to prepare learners who are able to compete in the
future with all the advances in science and technology. Changes in the KTSP curriculum into the
Curriculum 2013 caused alteration of paradigm in the learning process, in which every learning activity is
expected to shape the attitudes and behavior of the students. The curriculum changes have implications
for how teachers teach in the learning process using a scientific approach. Curriculum changes also have
implications to assessment.
Authentic assessment in Curriculum 2013 is expected to assess three aspects of the students
which are attitude, knowledge, and skill. Authentic assessment is an evaluation process that involves
various forms of measurement that reflects the performance of student learning, achievement, motivation,
and attitudes on relevant activities in learning (American Librabry Association, In Syofiana, 2010).
Gulikers (in Idham, Nadrun, Darmawan, 2015) mentions that the authenticity of assessment involves
authentic task, physical context, social context, assessment result, and assessment criteria. Authentic tasks
are the tasks that reflect professional activities. The tasks must be relevant to the students’ need that
reflects professional activities. Physical context refers to the time and condition. Conducting the
assessment should be in appropriate time in order to improve students’ ability in using their knowledge in
the real-life situation. Social context refers to assessment that considers suitability of the culture and
community where the students live. Assessment result is the outcome of students’ work in the assessment
process. The assessment result should be real and useful for the students’ life. Assessment criteria are the
characteristic of students’ performance. It is used to score the students’ performance in order to stimulate
them to learn.
Designing authentic assessment must be planned well in learning preparation. It must follow
some systematic steps. According to Mueller (2005), the steps of designing authentic assessment are to
determine standard, to choose authentic task, to determine criteria of students’ performance, and to make
scoring rubric. Teachers must follow those systematic processes. They must choose the authentic task
based on the standard of what students should know and be able to do, then make criteria of students’

* Corresponding author.
E-mail Address: [email protected] (Kadek Agus Suarimbawa), [email protected] (A. A. I. N. Marhaeni),
[email protected] (G. A. P. Suprianti)
2
performance in authentic task, and finally make the scoring rubric based on the criteria of students’
performance.
However, authentic assessment requires teachers to have proper understanding and commitment
to use, because it needs an intensive preparation and procedures to be applied effectively (Fatonah,
Suyata, Prasetyo, 2013) In this case, teachers play a significant role as the assessors who are supposed to
master how to assess their students well. In contrast, the real condition shows that some teachers are not
familiar enough with some techniques in authentic assessment such as self-peer assessment, project
based assessment and portfolio (Chan, 2006; Oz, 2014 in Aliningsih & Sofwan, 2015). Consequently,
without adequate and proper knowledge and skills, some problems will almost certainly appear among
teachers who apply the assessment.
Learning preparation is done by constructing lesson plan (RPP) which is developed in detail
referring to the syllabus, textbooks, and teacher guide’s book. Nesari & Heidari (2014) stated that lesson
planning is an important process by teachers in gaining experience since it forces them to reflect on what
to teach, how to teach and how to evaluate. The lesson plan can be developed by teachers in groups
between schools or between regions which is coordinated, facilitated and supervised by education
departments or ministries of the local religion. (Peraturan Menteri Pendidikan dan Kebudayaan No. 103
Tahun 2014). Besides, in Peraturan Menteri Pendidikan dan Kebudayaan No. 103 Tahun 2014 also
describes the development of learning assessment means to determine the scope, techniques, and
instruments, as well as create scoring guidelines. In addition, the lesson plan also include the proposed
program of providing positive feedback, reinforcement, enrichment and remedial.
In Curriculum 2013, based on Peraturan Menteri Pendidikan dan Kebudayaan No. 65 Tahun 2013,
there are three main aspects assessed using authentic assessment, which are attitude, knowledge, and
skill. Techniques and instruments used for the authentic assessment of the competence of attitudes,
knowledge, and skills are further described in Peraturan Menteri Pendidikan dan Kebudayaan No. 104
Tahun 2014 about Assessment of Learning Outcomes by Educator on Primary Education and Secondary
Education as follows.
A. Attitude Competency Assessment
Educators assess attitude competence through observation, self-assessment, peer-assessment by
learners, and journals. The instrument used for observation, self-assessment, and assessment of
learners among participants is a check list or the assessment scale (rating scale), accompanied by
rubric, whereas in journals such as notes educators.
B. Knowledge Competence Assessment
Educators assess the competence of knowledge through written tests, observation, and
worksheet. Written test instrument is in the form of multiple choice questions, stuffing, short
answer, true-false, matching, and description. Observation is done through discussion, question
and answer, and conversation in the classroom activities. Worksheet is the form of homework
assignments or projects done individually or in groups according to the characteristics of the task.
C. Skills Competency Assessment
Educators assess competency skills require learners to demonstrate a certain competence by
using performance, project, product, portfolio, and written assessments. Instruments used in the
form of a check list or the assessment scale (rating scale) incorporating sections. Performance is a
practice that requires a response in the form of assessment skills of an activity or behavior in
accordance with the demands of competence. Projects is learning tasks which include the design,
implementation, and reporting in writing or orally in a certain time. Product assessment includes
the ability of learners to make the products, technology, and art, such as: food, clothing, sanitary
facilities, technological tools, works of art, and goods made of fabric, wood, ceramic, plastic, or
metal. Portfolio assessment is the assessment carried out by assessing the entire collection of
works of students in certain fields that are reflective-integrative to know the interests, growth,
achievement, and / or creativity of learners within a certain time. The work can be shaped
concrete actions that reflect concern for the learner to the environment. In addition to assess the
competence of knowledge, a written assessment is also used to assess the competence of skills,
such as essay writing, report writing, and writing letters.

Based on previous explanation about the importance of authentic assessment, the teachers in
SMP Negeri 4 Singaraja should use authentic assessment as their assessment method based on the
Curriculum 2013 which is applied in this school in academic years 2016/2017. Curriculum changes from
KTSP to the Curriculum 2013 certainly require preparation. Teachers have some problems in
implementing the authentic assessments in teaching using Curriculum 2013. The problems are caused by
different process of assessing using authentic assessment in Curriculum 2013 and using standard

Kadek Agus Suarimbawa, A. A. I. N. Marhaeni, G. A. P. Suprianti (2017).

Journal of Education Research and Evaluation. Vol. 1 (1) pp. 38-45. 3
assessment in curriculum KTSP. In standard assessment, teachers only need to assess final result of
students’ competency without concerning the process to reach the competency. However, in using the
authentic assessment, teachers have to assess the students’ competency from the preparation, the
process, until the result of the learning.
This study was conducted to provide an overview of teachers’ authentic assessment
implementation in learning. Through this research, the researcher focused on analyzing the preparation,
the implementation, and the obstacle in the implementation of authentic assessment used by the teachers
of grade seven in English teaching in SMP Negeri 4 Singaraja based on the Curriculum 2013.

Method

This research used descriptive qualitative research method. According to Miles and Huberman
(1994), qualitative research is conducted through an intense contact with real life situation. The situations
are typically ‘banal’ means that it is a normal situation without any control; reflect to daily life of
individuals, groups, societies, and organization. Sampling the source of data was done by using purposive
sampling, with triangulation of data collection techniques (combined), data analysis is inductive or
qualitative, and the results of qualitative research emphasizes on meaning rather than generalization.
The research was conducted in SMP Negeri 4 Singaraja. Choosing SMP Negeri 4 Singaraja as a
research field is based on the consideration that SMP Negeri 4 Singaraja is one of favorite schools in
Singaraja and the school has already applied Curriculum 2013 which means the school has to use
authentic assessment in the learning process. Subjects in this study are teachers of grade seven in SMP
Negeri 4 Singaraja who are expected to provide the necessary information about object of the research.
The object of this study is the preparation, implementation, and obstacles experienced by the grade seven
teachers in SMP Negeri 4 Singaraja who are implementing authentic assessment in teaching English
according to the Curriculum 2013.
There were three types of data collection namely, document analysis, observation, and interview.
Method of data collection conducted in this research is called as triangulation of data. The benefits of
triangulation is to increase the confidence of research, creating innovative ways to understand the
phenomenon, the findings reveal the unique, challenging or integrate theory and gives a clearer
understanding of the problem (Miles and Huberman, 1994).
According to Miles and Huberman (1994), qualitative data analysis techniques were classified as
three concurrent flows of activity: data reduction, data display, and conclusion drawing/verification. Data
reduction is process of selecting, focusing, simplifying, abstracting, and transforming the data that appear
in written-up field notes or transcriptions (Miles and Huberman, 1994). Data display is an organized,
compressed assembly of information that permits conclusion drawing and action, (Miles and Huberman,
1994). Looking at displays helps us to understand about the content and to do something either analyze
further or take action based on that understanding. Verification may be as brief as a fleeting second
thought crossing the analyst's mind during writing, with a short excursion back to the field notes, or it
may be thorough and elaborate, with lengthy argumentation and review among colleagues to develop
"inter subjective consensus," or with extensive efforts to replicate a finding in another data set (Miles and
Huberman, 1994).
Results of study documents, interviews and observations, can be compared to find out the
conclusion. In this research, the results of documents analysis and classroom observation are converted to
show the percentage of the performance in the preparing and implementing the authentic assessment.

Total answer 'ya'

Indicator’s Score = x 100%
Indicator' s evaluation

Table 1. Teacher’s Conformity Percentage

Percentage Range Conformity
80%<X≤100% Excellent
60%<X≤80% Good
40%<X≤60% Sufficient
20%<X≤40% Poor
0%<X≤20% Deviate

(modified from Peraturan Menteri Pendidikan Nasional No. 35 Tahun 2010)

An Analysis of Authentic Assessment Implementation

Based on Curriculum 2013 in SMP Negeri 4 Singaraja 4
 Findings and Discussion

Analysis of Teachers’ Authentic Assessment Preparation

Based on the analysis of teachers’ lesson plans can be seen that the authentic assessments on the
lesson plans were in accordance with the syllabus. Teachers already included the authentic assessments
demanded in the syllabus which are assessment of KI-1 and KI-2 which are attitudes, KI-3 which is
knowledge, and KI-4 which is skills of the students. Besides, all teachers already described the technique
and instrument of assessment in the lesson plans.
All lesson plans made by those teachers were only using journal technique to assess the students’
attitude. The journal was filled with record of the students’ attendance, students’ activities, and record of
the students’ behavior. Attitude assessment used observation, self-assessment, and peer-assessment
technique was not mentioned by the teachers.
Preparation of knowledge assessment made by teachers in lesson plans of English language
learning had been able to quantify the students' knowledge. It can be seen from all lesson plans made for
English language learning included written test and worksheet technique to assess the students’
knowledge which is in accordance with the syllabus. Observation technique was not mentioned in the
lesson plans.
Preparation of skills assessment made in lesson plan by teachers in learning English had been
measuring the student skills. In lesson plan, skills assessments made by teachers were in the form of
performance assessment and written assessment. Meanwhile, portfolio, product, and project assessment
were not included in the lesson plans. The performance assessments used by the teachers were in the
form of speaking task for all lesson plans.
Assessment instruments designed in lesson plans were in accordance to assessment technique.
Note of the students’ attendance, activities of the students, and record of the students’ behavior were
appropriate with journal assessment technique to assess the students’ attitude. Filling monolog/dialogue,
answering questions, matching pictures, and making description in the lesson plans were accordance with
written test and worksheet techniques used to measure the students' knowledge. Speaking task in the
form of describing animal or someone and presenting dialogue were appropriate with the performance
assessment technique. Writing a description about animal or someone was appropriate with the written
assessment technique.
Follow-up assessments in the lesson plan are usually remedial programs for the students whose
achievement of competence under the thoroughness and enrichment program for the students who
achieved mastering of each competence. Based on the document analysis for all authentic assessments
preparation in lesson plans of English learning made by those three teachers, there was no follow-up
assessment prepared by the teachers. Each lesson plans used by teachers did not mention any remedial
and enrichment programs.
Authentic assessments preparation in the lesson plans of learning English already included
scoring guidelines. Each assessment instruments for knowledge and skills were included with assessment
criteria, assessment scale, and scoring rubric. For the attitude assessment that using journal, the content
was about the note of the students’ behavior and also the students’ attendance.
Based on the documents analysis, the percentage of the conformity of the authentic assessment
preparation is 53.97%. This result shows that the authentic assessment preparation of grade seven
teachers in SMP Negeri 4 Singaraja is in the category of sufficient. However, authentic assessment
preparation of grade seven in SMP Negeri 4 Singaraja already meets with the demand of Curriculum 2013.
The assessments listed in the lesson plans have met the criteria of authentic assessment according to
Peraturan Menteri Pendidikan dan Kebudayaan No. 103 Tahun 2014 about Learning in Primary
Education and Secondary Education and Peraturan Menteri Pendidikan dan Kebudayaan No. 104 Tahun
2014 about Assessment of Learning Outcomes by Educator on Primary Education and Secondary
Education which are authentic assessment to assess the students’ attitudes, knowledge, and skill.
Meanwhile, there are some authentic assessments techniques which are not included and developed by
teachers in lesson plans.
The authentic assessments prepared by the teachers in the lesson plans already assess the
Curriculum 2013 assessment aspects which are attitude, knowledge and skill. All subject teachers only use
journal technique to measure competence of attitude. Meanwhile the observation, self-assessment and
peer assessment techniques are not prepared by the teachers. In assessing competence of knowledge,
those teachers prepare written test and worksheet techniques. Only observation technique is not
prepared by the teachers. Performance and written assessment techniques are used to assess students'
skills. The teachers did not prepare project, product, and portfolio techniques to assess students’ skill.
Authentic assessment techniques prepared by the teachers are in accordance with the aspects that would

Kadek Agus Suarimbawa, A. A. I. N. Marhaeni, G. A. P. Suprianti (2017).

Journal of Education Research and Evaluation. Vol. 1 (1) pp. 38-45. 5
 be assessed. In the lesson plans made by teachers, journal technique had been appropriate to measure the
value of the attitude of students both on KI-1 and KI-2. Worksheet and written test prepared by teachers
have been appropriate to measure a students’ knowledge. Meanwhile, performance assessment and
writing assessment have been appropriate to assess the skill of students.These are consistent with the
types of authentic assessments techniques used in Curriculum 2013 according to Peraturan Menteri
Pendidikan dan Kebudayaan No. 104 Tahun 2014 which is mentioning educators assess attitude
competence through observation, self-assessment, peer assessment by learners, and journals; knowledge
competence assess through written tests, observation, and assignments; and educators assess
competency skills require learners to demonstrate a certain competence by using performance, project,
product, portfolio, and written assessments.
Assessment instruments designed in lesson plans are in accordance to assessment technique.
Note of students’ attendance, activities of the students, and record of students’ behavior are appropriate
with journal assessment technique to assess students’ attitude. Filling monolog/dialogue, answering
questions, matching pictures, and made description in the lesson plans are in accordance with written test
and worksheet techniques used to measure the students' knowledge. Speaking task in the form of
describing animal or someone and presenting dialogue are appropriate with the performance assessment
technique. Writing a description about animal or someone was appropriate with the written assessment
technique. This is confirmed in Peraturan Menteri Pendidikan dan Kebudayaan No. 103 Tahun 2014
which stated the assessments system must be adapted based on learning experience gained in the
learning process. Peraturan Menteri Pendidikan dan Kebudayaan No. 104 Tahun 2014 also mention
authentic assessment is a form of assessment that requires students to show attitude, using the
knowledge and skills gained from learning conducted in actual situation. In line with this, Muslich (2010)
states that authentic assessment is a comprehensive assessment conducted to assess the start of input,
process and output of learning that includes the realm of attitudes, knowledge, and skill.
The results of the assessments obtained by the teachers need follow-up activity to increase the
ability of learners and learning improvement. However, there is no follow-up assessment prepared by the
teachers. Each lesson plans that used by teachers do not mention any remedial and enrichment programs.
This quite serious problem because Peraturan Menteri Pendidikan dan Kebudayaan No. 103 Tahun 2014
mention that the important things to consider in designing assessment according to the Curriculum 2013
is follow-up in the improvement for the next learning process, remedial programs for students whose
achievement of competence under the thoroughness and enrichment program for students who have met
completeness.

Analysis of Teachers’ Authentic Assessment Implementation

Based on the classroom observations, the teachers always gave reinforcement on any lessons.
Choices of the most frequently performed by teachers were in the form of praise and motivational phrases
to students who were able to perform the task well or who were still lacking in the lesson. Appreciation
with applause was also conducted by teachers with the students to motivate all students in the learning
process. The teachers also gave warning to some students who often made a fuss during learning.
Attitudes assessment held by the teachers already included assessment of spiritual and social
attitudes. These attitudes assessments were done by the teachers when the learning process started,
students made a discussion in learning, and at the end of the lesson. Technique used by the teachers in
conducting attitudes assessment was journal. The researcher conducts six times of classroom observation
in two weeks. Journals techniques were used by all subject teachers in every meeting.
Journals were usually filled by the teachers at the end of the lesson. The journals were contained
of student attendance, list of activities in the class room, and materials that have been thought. The
teacher also toke a note in the journal for the students’ attitude in the classroom such as good and bad
behavior done by the students in the learning process.
Authentic assessment in aspects of knowledge was done by those subject teachers during the
learning process. Authentic assessments of knowledge were done by the teachers by using technique of
written tests, observation, and worksheet. Written test, observation, and worksheet were given after the
material delivered by the teachers to assess the students’ knowledge. The written tests given by the
teachers in the classroom observation were in the form of listening and writing task. For the worksheet
were in the form of writing task.
Teachers had conducted the authentic assessment of students’ skills competency in English
learning. The authentic assessments implemented by teachers were in the form of performance and
written assessment accordance to the lesson plans of learning. Meanwhile, assessments of project,
product, and portfolio were not used by the teachers in learning process.

An Analysis of Authentic Assessment Implementation 6

Based on Curriculum 2013 in SMP Negeri 4 Singaraja
 In the classroom observation of authentic assessments implementation in English teaching done
by the teachers, there was no follow-up assessment implemented by the teachers. Those teachers did not
mention any remedial and enrichment programs in the learning process.
Based on the description of data observation of authentic assessment implementation, it can be
concluded that the percentage of the conformity of the authentic assessment preparation is 44.4%. This
result shows that the authentic assessment implementation of grade seven teachers in SMP Negeri 4
Singaraja is in the category of sufficient. However, implementation of authentic assessments based on the
lesson plans made already conformed to Peraturan Menteri Pendidikan dan Kebudayaan No. 103 Tahun
2014 about Learning in Primary Education and Secondary Education and Peraturan Menteri Pendidikan
dan Kebudayaan No. 104 Tahun 2014 about Assessment of Learning Outcomes by Educator on Primary
Education and Secondary Education. Attitudes, skills, and knowledge assessments had been implemented
very well by teachers. Despite there are several authentic assessments undertaken by teachers which are
not included in the lesson plans.
Assessment of attitudes is done by teachers using journal technique starting from the lesson
began until the learning process happen. While at the end of the activity, the teachers filled out daily
journals related to activities that involve the students in the learning process. The journals are contained
of student attendance, list of activities in the class room, and materials that have been thought. The
teachers also take a note in the journal for the students attitude in the classroom such as good and bad
behavior that done by the students in the learning process.These are in accordance to Peraturan Menteri
Pendidikan dan Kebudayaan No. 104 Tahun 2014 about Assessment of Learning Outcomes by Educator on
Primary Education and Secondary Education, which mention the types of authentic assessments used to
asses students’ attitude are observation, self-assessment, peer-assessment by learners, and journals.
Journal is record of teacher/educator note in the school about students’ attitude and behavior in entire
learning process.
Authentic assessments of knowledge that teachers used during English learning are written tests
and worksheet. These authentic assessments have been prepared before in the lesson plans and those are
implemented as well as been mentioned in the lesson plans. The written tests are in the form of
translating, completing some sentences, completing dialogue, and matching picture. The worksheets are
given in the form of making some sentence, exercise from students’ handbook, and make a description or
dialogue. Observation technique which is not mentioned in the lesson plans, also conducted in the
learning process. The observation is done during the learning process by directly asking some questions
to the students about the learning material given.This is confirmed by statement of Peraturan Menteri
Pendidikan dan Kebudayaan No. 104 Tahun 2014 about Assessment of Learning Outcomes by Educator on
Primary Education and Secondary Education which states authentic assessment in the implementation of
the curriculum in 2013 refers to the assessment standards consist of knowledge through written tests,
observation, and worksheet. Written test given at the end of each lesson the teachers as the evaluation of
learning that has been done. Observations carried out by teachers when the students had a discussion
regarding the material given in the learning process. While the worksheet given and teachers are usually
taken from the book to make by students individually or in groups.
Authentic assessments of skill have been done by teachers during the learning process. On English
language learning, authentic assessments of skill has been carried out by teachers through performance
and written assessment techniques. The performance assessment is in the form of presenting a
description or performing a dialogue. The written assessment given is in the form of writing a simple
description and making a dialogue. These is in accordance with the contents Peraturan Menteri
Pendidikan dan Kebudayaan No. 104 Tahun 2014 about Assessment of Learning Outcomes by Educator on
Primary Education and Secondary Education also suggested a skills competency assessment can be
conducted using performance assessment, project assessment, product assessment, portfolios, and
written assessment.
Based on the classroom observation of authentic assessments implementation in English learning
done by those three teachers, there is no follow-up assessment implemented by the teachers. Those
teachers do not mention any remedial and enrichment programs. However, based on short interview after
the observation with all the teachers, they mentioned that remedial and enrichment program are usually
given after daily test which is an activity performed periodically to assess the competence of learners after
completing one or more basic competency. Besides, remedial and enrichment program are also given after
midterm and end semester test. Meanwhile, in all classroom observation, the subject teachers always give
reinforcement during the learning process in the form of praise, motivational phrases, and applause to
motivate the students. These activities are confirm by Peraturan Menteri Pendidikan dan Kebudayaan No.
103 Tahun 2014 which mentions teachers have to plan follow-up activities in term of providing positive
feedback, reinforcement, enrichment, and remedial based on the students’ learning outcomes.

Kadek Agus Suarimbawa, A. A. I. N. Marhaeni, G. A. P. Suprianti (2017).

Journal of Education Research and Evaluation. Vol. 1 (1) pp. 38-45. 7
 Analysis of Teachers’ Authentic Assessments Obstacles
Based on the interview with the subject teacher, the obstacles experienced by teachers in the
preparation of authentic assessments are not too significant. It is caused by the existing guidelines on the
teachers’ handbook. However, a new teacher in SMP Negeri 4 Singaraja found obstacle in terms of
adjusting the assessment given to the students with their competency. The obstacles encountered during
the implementation of authentic assessments by those teachers in the implementation of authentic
assessments are on the number of students and lack of time to finish the assessment. The large number of
the students made the process of assessment became quite difficult for the teachers.
Solutions that have been made by the teachers to overcome the obstacles experienced in the
implementation of authentic assessment are to organize well all learning activities undertaken such as
firmness to the students about finishing the assessment on time, giving a warning for the students who
disturbing the learning process and extra task to educate them, or extra point to motivate students in
learning. In addition, exchanging experiences with colleagues is also the way to overcome the obstacles
encountered during the conduct authentic assessment. In Peraturan Menteri Pendidikan dan Kebudayaan
No. 103 Tahun 2014 has been explained that the development of lesson plan by teachers can be
conducted independently or together through consultation with other teachers in a particular school and
supervised by the principal or senior teachers appointed by the school principal.

Conclusions

Based on the findings of research and discussion, it can be summarized that the percentage of the
conformity of authentic assessment preparation based on Curriculum 2013 by the teachers of grade seven
in SMP Negeri 4 Singaraja is 53.97% which category is sufficient. Each lesson plans created already
include authentic assessments, i.e. authentic assessments of attitudes, knowledge and skills which is in
accordance to the demand of on Peraturan Menteri Pendidikan dan Kebudayaan No. 103 Tahun 2014 and
Peraturan Menteri Pendidikan dan Kebudayaan No. 104 Tahun 2014. However, not all types of authentic
assessment techniques are designed and developed in the lesson plans. In the implementation, the
percentage of the conformity of authentic assessment by the teachers of grade seven in SMP Negeri 4
Singaraja is 44.4% which category is sufficient. The implementation of authentic assessments are carried
out based on the teacher preparations in lesson plans and also some addition of authentic assessment
techniques are implemented by the teachers in the learning process. Authentic assessments have been
capable already to measure the competence of knowledge, attitudes and skills of the students which is
accordance to the demand of on Peraturan Menteri Pendidikan dan Kebudayaan No. 103 Tahun 2014 and
Peraturan Menteri Pendidikan dan Kebudayaan No. 104 Tahun 2014. Although the preparation and
implementation of authentic assessments run well, there are still obstacles experienced by teacher in
terms of the large number of students and lack of time to finish the assessment. The large number of
students made the process of assessment became quite difficult.

Acknowledgement

The author wishes to acknowledge the principal and the teachers in SMP Negeri 4 Singaraja who
had supported the writers when conducting the research. The author also wishes to acknowledge the
support of colleagues and all those people who participate this study.

References

Aliningsih, F., & Sofwan, A. (2015). English Teachers’ Perceptions and Practices of Authentic Assessment.
Language Circle: Journal of Language and Literature, 10(1), 19-27. Retrieved from:
http://journal.unnes.ac.id
Fatonah,S., Suyata, P., & Prasetyo, Z. K. (2013). Developing an Authentic Assessment Model in Elementary
School Science Teaching. Journal of Education and Practice, 4(13), 50-61. Retrieved from:
http://www.iiste.org/Journals/index.php/JEP/article/download/6774/6887
Idham. F. I., Nadrun, & Darmawan (2015). The Use of Authentic Assessment in English Writing Skill to the
Eleventh Grade Students. e-Journal of English Language Teaching Society (ELTS, 3(1), 1-13.
Retrieved from: http://jurnal.untad.ac.id/jurnal/index.php/ELTS/article/view/4401/3279

An Analysis of Authentic Assessment Implementation 8

Based on Curriculum 2013 in SMP Negeri 4 Singaraja
Menteri Pendidikan dan Kebudayaan. (2013). Peraturan Menteri Pendidikan dan Kebudayaan No. 65
Tahun 2013 tentang Standar Proses Pendidikan Dasar dan Menengah. Jakarta: Kementerian
Pendidikan dan Kebudayaan.
Menteri Pendidikan dan Kebudayaan. (2014). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 103
tahun 2014 tentang Pembelajaran pada Pendidikan Dasar dan Menengah. Jakarta: Kementerian
Pendidikan dan Kebudayaan.
Menteri Pendidikan dan Kebudayaan. (2014). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 104
tahun 2014 tentang Penilaian Hasil Belajar oleh Pendidik pada Pendidikan Dasar dan Menengah.
Jakarta: Kementerian Pendidikan dan Kebudayaan.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis. 2nd Edition. Thousand Oaks, California:
SAGE Publication.
Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online
Faculty Development. Retrieved from: http://jolt.merlot.org/documents/vol1no1mueller001.pdf
Nesari, A.J., & Heidari, M. (2014). The Important Role of Lesson Plan on Educational Achievement of
Iranian EFL Teachers' Attitudes. International Journal of Foreign Language Teaching & Research,
3(5), 25-31. Retrieved from:
http://jfl.iaun.ac.ir/article_10884_43a5ff2bb7fbd6998f091eb726f80104.pdf
Syofiana, M. (2010). Autentik Asesmen. Available at: http://sofya6.blogspot.co.id/2010/11/autentik-
asesmen.html

Kadek Agus Suarimbawa, A. A. I. N. Marhaeni, G. A. P. Suprianti (2017).

Journal of Education Research and Evaluation. Vol. 1 (1) pp. 38-45. 9