<![CDATA[This study evaluates the gaps in the implementation of authentic assessment in the affective and psychomotor domains in elementary school science education through a phenomenological study of teachers’ experiences. Although authentic assessment ideally measures students’ abilities in real-world contexts, its application in non-cognitive domains faces various challenges. Using a qualitative phenomenological approach, this study explores the experiences of eight elementary school science teachers in an urban area who were purposively selected. Data were collected through semi-structured in-depth interviews and analyzed using Van Manen’s interpretive method. The findings indicate that teachers possess a conceptual understanding of the importance of authentic assessment; however, there is a significant gap between this understanding and classroom practice. Major barriers include time constraints, a lack of ongoing training, large class sizes, limited resources, and the pressure of a dense curriculum. Teachers tend to focus on cognitive assessment, while the affective and psychomotor domains are assessed informally and less systematically. This gap impacts students’ holistic development and the quality of science learning. This study recommends supportive policies, targeted teacher training, and the development of practical assessment instruments for the affective and psychomotor domains. Abstrak Penelitian ini mengevaluasi kesenjangan implementasi asesmen autentik pada ranah afektif dan psikomotorik dalam pembelajaran IPA di SD melalui studi fenomenologi pengalaman guru. Meskipun asesmen autentik idealnya mengukur kemampuan siswa dalam konteks nyata, penerapannya pada ranah non-kognitif menghadapi berbagai tantangan. Menggunakan pendekatan kualitatif fenomenologi, penelitian ini menggali pengalaman delapan guru IPA SD di wilayah urban yang dipilih secara purposif. Data dikumpulkan melalui wawancara mendalam semi-terstruktur dan dianalisis menggunakan metode interpretif Van Manen. Temuan menunjukkan bahwa guru memiliki pemahaman konseptual tentang pentingnya asesmen autentik, namun terdapat kesenjangan signifikan antara pemahaman dan praktik kelas. Hambatan utama meliputi keterbatasan waktu, kurangnya pelatihan berkelanjutan, ukuran kelas besar, keterbatasan sumber daya, dan tekanan kurikulum padat. Guru cenderung fokus pada asesmen kognitif, sementara ranah afektif dan psikomotorik diases secara informal dan kurang sistematis. Kesenjangan ini berdampak pada pengembangan holistik siswa dan kualitas pembelajaran IPA. Penelitian ini merekomendasikan kebijakan pendukung, pelatihan guru terarah, dan pengembangan instrumen asesmen praktis untuk ranah afektif dan psikomotorik.]]>
