<![CDATA[This study aims to assess the implementation of authentic assessment within the Merdeka Curriculum at RA Darul Abror Brebes and analyze the supporting and inhibiting factors involved. The research employs a qualitative-descriptive method with primary data sources including observations, interviews, and documentation, as well as secondary data from RA Darul Abror's internal records. Data analysis is conducted using Miles and Huberman's model, which involves data reduction, data presentation, and verification. The findings indicate that RA Darul Abror has implemented authentic assessment in line with the Merdeka Curriculum, utilizing both formative and summative assessments. Formative assessment is employed to provide feedback and revise the learning process, while summative assessment is used at the end of a period to measure learning outcomes. Assessment instruments include anecdotal records, student work samples, and development checklists. Supporting factors for the implementation of authentic assessment include family support, adequate teacher understanding, cooperation between parents and teachers, and teacher discussions. However, challenges such as insufficient comprehensive understanding of authentic assessment among some teachers and a lack of socialization regarding authentic assessment within the Merdeka Curriculum also exist.]]>
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