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All Journal RESLAJ: Religion Education Social Laa Roiba Journal
Musmuliadi Musmuliadi
Universitas Bina Bangsa
Religion Economics, Econometrics & Finance Education Environmental Science Social Sciences

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Sistem Asesmen Autentik Digital Berbasis Kinerja dalam Meningkatkan Efektivitas Evaluasi Pembelajaran di Sekolah Menengah Lidia Paskalina Windesi; Mutoharoh Mutoharoh; Lora Kasmita; Lukman Pua Rangga; Madsuki Madsuki; Melldry Yoweni; Musmuliadi Musmuliadi
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 10 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i10.12814

Abstract

This study aims to analyze the implementation of a performance-based digital authentic assessment system in improving the effectiveness of learning evaluation in secondary schools. The study used a descriptive qualitative approach with a literature review and observation of digital-based learning evaluation practices in several secondary schools in Indonesia. The study was conducted comprehensively by integrating contemporary assessment theories and empirical findings from various previous studies. The results show that performance-based digital authentic assessment can improve assessment objectivity, evaluation administration efficiency, student participation, and the quality of learning feedback. Digital platforms such as Google Classroom, Moodle, Microsoft Teams, Quizizz, and Canva Education have been proven to facilitate the implementation of more dynamic, interactive, and responsive evaluations to individual student learning needs. In addition, the use of digital platforms makes it easier for teachers to systematically and continuously document student learning outcomes. However, the implementation of this system still faces several challenges, including limited technological infrastructure, low teacher digital competency, and some students' unpreparedness to use technology optimally. The digital divide is also a crucial issue that, if not addressed systematically, can create inequities in the evaluation process. This study recommends strengthening digital literacy training for teachers, improving educational technology infrastructure, and developing school policies that support the sustainable, inclusive integration of digital authentic assessments.
Co-Authors Lidia Paskalina Windesi Lora Kasmita Lukman Pua Rangga Madsuki Madsuki Melldry Yoweni Mutoharoh Mutoharoh