ADOPSI ASESMEN AUTENTIK PADA PEMBELAJARAN DEEP LEARNING: KAJIAN PERSEPSI GURU BERDASARKAN ATRIBUT INOVASI ROGERS - Devi Hidayat; Dina Siti Logayah; Mamat Ruhimat (Pusat Pengembangan Pendidikan dan Penelitian Indonesia, 2026)
The implementation of deep learning requires assessment practices that are able to capture learning processes, higher-order thinking skills, and students’ performance in a meaningful way. In this context, authentic assessment is widely regarded as relevant; however, its adoption in schools has not yet been consistently realized. This study aims to explore teachers’ perceptions of authentic assessment adoption in deep learning by examining its characteristics through five innovation attributes: relative advantage, compatibility, complexity, trialability, and observability. A qualitative approach with a single case study design was employed in a public junior high school in Karawang Regency, Indonesia. Ten teachers from diverse subject areas were purposively selected as participants. Data were collected through in-depth interviews, classroom observations, and document analysis, and were analyzed thematically. The findings reveal that teachers perceive authentic assessment as advantageous for assessing learning processes, higher-order thinking skills, and student performance, particularly in practice-oriented subjects. Nevertheless, variations were found in terms of compatibility and observability across subjects, while implementation complexity emerged as a major constraint. Overall, authentic assessment adoption remains at an early stage and requires stronger school-level policy support, more structured assessment instruments, and continuous development of teachers’ assessment competence to ensure sustainable implementation. ABSTRAKPenerapan pembelajaran deep learning menuntut sistem asesmen yang mampu merepresentasikan proses belajar, kemampuan berpikir tingkat tinggi, dan capaian belajar siswa secara bermakna. Dalam konteks ini, asesmen autentik dipandang relevan, namun implementasinya di tingkat sekolah belum berlangsung secara konsisten. Penelitian ini bertujuan untuk mengeksplorasi persepsi guru terhadap adopsi asesmen autentik dalam pembelajaran deep learning dengan menelaah karakteristik adopsinya melalui lima atribut inovasi, yaitu keunggulan relatif, kesesuaian, kompleksitas, kemungkinan dicoba, dan keteramatan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus tunggal yang dilaksanakan di salah satu SMP negeri di Kabupaten Karawang. Informan penelitian terdiri atas sepuluh guru dari berbagai mata pelajaran yang dipilih secara purposive. Data diperoleh melalui wawancara mendalam, observasi pembelajaran, dan analisis dokumen, kemudian dianalisis secara tematik. Hasil penelitian menunjukkan bahwa guru memersepsikan asesmen autentik memiliki keunggulan dalam menilai proses belajar, kemampuan berpikir tingkat tinggi, dan unjuk kerja siswa, terutama pada mata pelajaran berbasis praktik. Namun demikian, tingkat kesesuaian dan keteramatannya bervariasi antar mata pelajaran, sementara kompleksitas penerapan menjadi hambatan utama. Secara keseluruhan, adopsi asesmen autentik masih berada pada tahap awal dan memerlukan dukungan kebijakan sekolah, ketersediaan perangkat asesmen yang terstruktur, serta penguatan kompetensi guru agar implementasinya berkelanjutan.