<![CDATA[The development of digital technology demands a paradigm shift in assessment within Indonesian language learning. Conventional assessments that emphasize memorization and literal comprehension have proven insufficient to evaluate students’ critical thinking, creativity, and multimodal literacy skills. This study aims to reconceptualize authentic assessment through a multimodal literacy approach to ensure relevance with the digital era and the Merdeka Curriculum policy. The research employs a qualitative descriptive-conceptual method through literature review and thematic analysis of scholarly works, classroom assessment practices, and national education policies. Findings indicate that authentic assessment must be expanded beyond written texts to multimodal forms that integrate text, visuals, audio, and digital media. Effective instruments include digital portfolios, problem-based projects, and multimodal performance assessments. The implementation of authentic multimodal assessment has been shown to enhance evaluation quality, learning motivation, and holistic student outcomes. Theoretically, this study enriches the discourse on authentic assessment by introducing a multimodal pers0pective, while practically it produces an assessment model that teachers can apply to support national education policies and address the challenges of learning in the digital era.  Perkembangan teknologi digital menuntut adanya perubahan paradigma asesmen dalam pembelajaran Bahasa Indonesia. Asesmen konvensional yang berorientasi pada hafalan dan pemahaman literal terbukti belum mampu menilai keterampilan berpikir kritis, kreativitas, serta kemampuan literasi multimodal siswa. Penelitian ini bertujuan merekonseptualisasi asesmen autentik dengan pendekatan literasi multimodal agar relevan dengan tuntutan era digital dan kebijakan Kurikulum Merdeka. Metode penelitian menggunakan pendekatan kualitatif deskriptif-konseptual melalui studi pustaka dan analisis tematik terhadap literatur, praktik asesmen di sekolah, serta kebijakan pendidikan nasional. Hasil penelitian menunjukkan bahwa asesmen autentik perlu diperluas dari teks tertulis ke bentuk multimodal yang mencakup teks, visual, audio, dan media digital. Instrumen yang efektif meliputi portofolio digital, proyek berbasis masalah nyata, serta penilaian kinerja multimodal. Penerapan asesmen autentik berbasis multimodal terbukti meningkatkan kualitas evaluasi, motivasi belajar, dan hasil pembelajaran siswa secara holistik. Secara teoretis, penelitian ini memperkaya kajian asesmen autentik dengan perspektif multimodal, sedangkan secara praktis menghasilkan model asesmen yang dapat digunakan guru untuk mendukung kebijakan pendidikan nasional dan menjawab tantangan pembelajaran di era digital.]]>
