<![CDATA[The implementation of the Independent Curriculum places Authentic Assessments as an integral part of the learning process that functions not only to measure learning outcomes, but also as a basis for pedagogical decision-making. However, the practice of utilizing Authentic Assessment results in early childhood education still faces challenges, especially in integrating assessment results into learning planning centered on the needs of students. This study aims to analyze the implementation of Authentic Assessment at RA Al Khotib Sukorambi Jember, describe the use of assessment results as a basis for learning decision-making, and formulate a conceptual model of Authentic Assessment in early childhood education. The research uses a qualitative approach with a case study design. The research subjects consisted of two teachers, the head of RA, and 15 students of group B. Data were collected through observation, semi-structured interviews, documentation, and literature studies, then analyzed using the interactive model Miles, Huberman, and Saldaña. The results of the study show that Authentic Assessments have been implemented in a sustainable manner through observations, anecdotal notes, portfolios, and documentation of students' work. The results of the assessment were used for teachers' pedagogical reflection, the preparation of differentiated learning, and the strengthening of collaboration with parents. This research produced an Authentic Assessment Reflective Cycle Model that emphasizes the importance of continuous assessment as a cycle to improve the quality of learning.]]>
