<![CDATA[Authentic assessment (AA) is a crucial evaluation approach in the Merdeka Curriculum, focusing on students' ability to apply knowledge in real-world contexts. However, its implementation is often hindered by various practical obstacles. This study aims to describe and analyze in depth the forms of challenges faced by Indonesian Language Subject teachers (MPBI) at SMA Nurcahaya Medan in conducting AA. This study uses a qualitative descriptive method. Data were collected through observation, in-depth interviews, and document analysis (data triangulation) from the research subjects. The results show that the challenges in implementing AA by MPBI teachers are divided into five main categories: (1) Limited allocation of learning time; (2) Variation in teachers' conceptual understanding of authentic assessment; (3) Inconsistent development of assessment instruments; (4) High workload of administration and documentation for teachers; and (5) Low readiness and independence of students in facing the assessment process. This study concludes that optimizing the implementation of authentic assessment requires three main strategies: (1) Continuous, specific professional training; (2) Strengthening collaboration and sharing of good practices through Subject Teacher Deliberations (MGMP); and (3) Simplifying regulations related to assessment administrative burdens. These results can serve as a basis for recommendations to schools and education policymakers to support the success of the Independent Curriculum. ABSTRAK Penilaian autentik (PA) merupakan pendekatan evaluasi yang krusial dalam Kurikulum Merdeka, berfokus pada kemampuan siswa mengaplikasikan pengetahuan dalam konteks nyata. Namun, implementasinya sering terhambat oleh beragam kendala di tingkat praktis. Penelitian ini bertujuan mendeskripsikan dan menganalisis secara mendalam bentuk-bentuk kendala yang dihadapi oleh guru Mata Pelajaran Bahasa Indonesia (MPBI) di SMA Nurcahaya Medan dalam melaksanakan PA. Penelitian ini menggunakan metode deskriptif kualitatif. Data dikumpulkan melalui observasi, wawancara mendalam, dan analisis dokumen (triangulasi data) dari subjek penelitian. Hasil penelitian menunjukkan bahwa kendala implementasi PA oleh guru MPBI terbagi menjadi lima kategori utama: (1) Keterbatasan alokasi waktu pembelajaran; (2) Variasi pemahaman konseptual guru tentang PA; (3) Belum konsistennya pengembangan instrumen penilaian; (4) Tingginya beban administrasi dan dokumentasi guru; serta (5) Rendahnya kesiapan dan kemandirian siswa dalam menghadapi proses PA. Penelitian ini menyimpulkan bahwa optimalisasi implementasi PA memerlukan tiga strategi utama: (1) Pelatihan profesional berkelanjutan yang spesifik; (2) Penguatan kolaborasi dan sharing praktik baik melalui Musyawarah Guru Mata Pelajaran (MGMP); dan (3) Penyederhanaan regulasi terkait beban administrasi penilaian. Hasil ini dapat menjadi dasar rekomendasi bagi sekolah dan pemangku kebijakan pendidikan untuk mendukung keberhasilan Kurikulum Merdeka. ]]>
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