PENDEKATAN PENILAIAN AUTENTIK UNTUK PEMBELAJARAN SENI BUDAYA

Abstract

Authentic assessment is currently an issue in learning. The purpose of authentic assessment is
to get a portrait of the factual competence of students. Therefore, authentic assessment is very
important. Some research results indicate that many teachers reluctantly employ authentic
assessments. The most often mentioned argument is due to the burdensome responsibilities of
the teachers and the limited time they have. The current study attempts to affirm what authentic
assessment is and how it is employed in the assessment of students’ learning in arts and culture
as a subject at schools. Along with the complicated goals of arts and culture learning,
authentic assessment offers a challenging issue for teachers since the subject itself aims at
improving students’ attitudes. This attitude enhancement is done by providing an aesthetic
experience to students. Aesthetic experience helps the achievement of the goal manifested in
arts and culture practices. Therefore, teachers need to look at two features specifically
constructing assessment in arts and culture learning, namely asthetic experience and arts and
culture practices. The study results in the conception of an approach to authentic assessment
of arts and culture learning.