Implementing Authentic Assessment in Project-Based IPAS Learning at Primary School

Abstract

This study explores the implementation of authentic assessment in project-based Ilmu Pengetahuan Alam dan Sosial (IPAS) learning for fourth-grade students at SDN Sidomulyo 02, Kecamatan Gunungwungkal, Kabupaten Pati. Rooted in the principles of Kurikulum Merdeka, authentic assessment is employed to evaluate students' understanding of energy transformation through hands-on projects. Using a qualitative case study approach, data were collected through classroom observations, teacher interviews, and document analysis. The results reveal that authentic assessment fosters deep conceptual understanding, critical and creative thinking, collaboration, and scientific communication. Students actively engaged in designing, building, and presenting simple energy conversion tools while documenting their learning in reflective journals. Teachers assessed performance using rubrics, observation sheets, and peer/self-assessments, enabling holistic evaluation across cognitive, affective, and psychomotor domains. Despite challenges such as limited time and students’ difficulties in structured reporting, the process-oriented assessment encouraged perseverance, problem-solving, and self-reflection. Findings confirm that authentic assessment enhances meaningful learning experiences aligned with 21st-century competencies and supports the development of student agency and learning ownership. This research recommends wider adoption of authentic assessment in primary education, along with teacher training, collaborative planning, and resource provision to optimize implementation.