AUTHENTIC ASSESSMENT IN THE DEVELOPMENT OF LITERACY COMPETENCE IN THE MERDEKA CURRICULUM
DOI:
https://doi.org/10.21009/ishel.v1i1.57750Keywords:
authentic assessment, literacy comptence, Merdeka Curriculum, Indonesian language education, student centered evaluationAbstract
This study explores the role of authentic assessment in developing students’ literacy competencies within the framework of Kurikulum Merdeka in Indonesia. The study aims to analyze how performance based, contextual, and meaningful assessment strategies can effectively measure and enhance literacy skills in Bahasa Indonesia education. Using a qualitative descriptive method, the research draws on curriculum documents, theoretical literature, and educational policy to examine the conceptual and practical aspects of authentic assessment. The findings indicate that authentic assessment, through activities such as portfolio creation, reflective writing, project based tasks, and peer evaluation, significantly supports the growth of reading, writing, and critical thinking skills. Challenges in implementation include teacher preparedness and institutional support. This paper contributes to the field of Indonesian language and literature education by offering insight into how authentic assessment can be strategically integrated to foster literacy development in alignment with the student centered philosophy of Kurikulum Merdeka.
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