STRATEGI GURU DALAM MENERAPKAN PENILAIAN AUTENTIK PADA PEMBELAJARAN DI ERA DIGITAL
DOI:
https://doi.org/10.58917/aijes.v5i1.859Kata Kunci:
Era Digital, Penilaian Autentik, Strategi Guru, Systematic Literature ReviewAbstrak
Transformasi digital menuntut pergeseran paradigma evaluasi hasil belajar, namun guru masih menghadapi kesenjangan kompetensi dan kendala infrastruktur dalam menerapkan asesmen yang relevan di ruang digital. Penelitian ini bertujuan untuk menganalisis strategi konkret guru dalam menerapkan penilaian autentik di era digital serta memetakan tantangan sistemik yang dihadapi. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan panduan PRISMA terhadap 16 artikel relevan dari basis data Scopus dan DOAJ dalam rentang waktu 2021–2026. Artikel dipilih berdasarkan kriteria inklusi berupa publikasi jurnal berbahasa Inggris yang membahas penilaian autentik secara eksplisit, terbit dalam lima tahun terakhir, dan tersedia dalam akses teks penuh, sementara artikel yang membahas konteks di luar pendidikan, terbit sebelum tahun 2021, atau berakses terbatas dikeluarkan dari proses penyaringan. Hasil penelitian menunjukkan dua strategi utama guru. Pertama, integrasi rubrik penilaian langsung pada Learning Management System (LMS) yang dipadukan dengan platform e-portfolio dan web-blog untuk merekam proses belajar siswa secara longitudinal. Kedua, desain tugas multi-format berbasis proyek digital, seperti pembuatan infografis interaktif, podcast edukatif, dan video penjelasan ilmiah, yang dipadukan dengan jurnal refleksi daring serta penilaian sejawat sehingga mendorong siswa memantau dan meregulasi proses belajarnya sendiri secara metakognitif. Meskipun demikian, efektivitas strategi ini dihambat oleh kesenjangan infrastruktur teknologi antarwilayah, keterbatasan kompetensi guru merancang instrumen afektif dan psikomotor, serta ancaman plagiarisme berbasis AI generatif. Penelitian ini merekomendasikan perlunya kolaborasi sistemik antara guru, sekolah, dan pemerintah untuk penguatan literasi digital pendidik secara berkelanjutan.
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