<![CDATA[ABSTRACT Learning evaluation in higher education needs to move beyond grade-oriented practices toward a process that provides evidence of competence, feedback, and information to support instructional improvement. This study aimed to analyze learning evaluation practices, the implementation of authentic assessment, feedback provision, the use of Learning Management Systems (LMS), and the need for an evaluation model integrating authentic assessment and learning analytics. A descriptive survey was conducted with 44 respondents, consisting of 19 lecturers and 25 students from the Faculty of Education and Psychology, Universitas Pendidikan Mandalika. Data were collected through questionnaires containing multiple-choice questions, checklists, Likert-scale items, and open-ended questions. Quantitative data were analyzed using frequencies, percentages, means, and standard deviations, while qualitative responses were analyzed thematically to identify model development needs. The findings indicate that authentic assessment has been implemented through presentations, case studies, practical activities, projects, and portfolios; however, its implementation remains uneven due to time constraints and assessment workload. Students’ perceptions of learning evaluation were categorized as moderate, with a mean score of 3.30 on the Likert scale, equivalent to 65.96% of the ideal score. Feedback was predominantly provided orally, while LMS was utilized by 63.16% of lecturers but had not been optimally employed to support learning analytics. These findings indicate a gap between the availability of learning data and its utilization for feedback provision and instructional decision-making. Based on these findings, an evaluation model is needed to integrate Course Learning Outcomes (CPMK), Outcome-Based Education (OBE), authentic assessment, LMS, learning analytics, feedback, and reflection within a continuous learning evaluation cycle. This study provides a needs-analysis foundation for the subsequent development and validation of the proposed model. ABSTRAK Evaluasi pembelajaran di perguruan tinggi perlu diarahkan tidak hanya pada pemberian nilai, tetapi juga pada penyediaan bukti kompetensi, umpan balik, dan informasi yang dapat digunakan sebagai dasar perbaikan pembelajaran. Penelitian ini bertujuan menganalisis praktik evaluasi pembelajaran, penerapan authentic assessment, pemberian umpan balik, pemanfaatan Learning Management System (LMS), serta kebutuhan pengembangan model evaluasi yang mengintegrasikan authentic assessment dan learning analytics. Penelitian menggunakan survei deskriptif terhadap 44 responden yang terdiri atas 19 dosen dan 25 mahasiswa Fakultas Ilmu Pendidikan dan Psikologi Universitas Pendidikan Mandalika. Data dikumpulkan melalui angket yang mencakup pertanyaan pilihan, checklist, skala Likert, dan pertanyaan terbuka. Data kuantitatif dianalisis menggunakan frekuensi, persentase, rerata, dan standar deviasi, sedangkan data kualitatif dianalisis secara tematik untuk mengidentifikasi kebutuhan pengembangan model. Hasil penelitian menunjukkan bahwa authentic assessment telah diterapkan melalui presentasi, studi kasus, praktik, proyek, dan portofolio, tetapi penerapannya belum merata karena kendala waktu dan beban penilaian. Persepsi mahasiswa terhadap praktik evaluasi berada pada kategori cukup, dengan rerata skor 3,30 pada skala Likert, yang setara dengan 65,96% dari skor ideal. Umpan balik paling banyak diberikan secara lisan, sedangkan LMS digunakan oleh 63,16% dosen dan belum dimanfaatkan secara optimal untuk mendukung learning analytics. Temuan tersebut menunjukkan adanya kesenjangan antara ketersediaan data pembelajaran dan pemanfaatannya untuk pemberian umpan balik serta pengambilan keputusan pembelajaran. Berdasarkan temuan tersebut, diperlukan rancangan model evaluasi yang mengintegrasikan Capaian Pembelajaran Mata Kuliah (CPMK), Outcome-Based Education (OBE), authentic assessment, LMS, learning analytics, umpan balik, dan refleksi dalam suatu siklus evaluasi pembelajaran yang berkelanjutan. Penelitian ini menjadi dasar analisis kebutuhan bagi pengembangan dan pengujian model pada tahap penelitian selanjutnya.]]>
