Profesionalisme Guru dalam Penilaian Autentik pada Pembelajaran Guru di SDN 5 Menteng Kota Palangka Raya

Abstract

Teacher professionalism is a core pillar in the successful implementation of authentic assessment in elementary schools. This study aims to describe and analyze teacher professionalism in designing, implementing, evaluating, and following up on authentic assessments in student learning at SDN 5 Menteng, Palangka Raya City. The approach used in this research is qualitative with a descriptive method. Primary data were obtained from the fifth-grade teacher, while secondary data were sourced from official school documents. Data collection techniques included observation, interviews, and documentation, which were subsequently analyzed through data reduction, data display, and verification stages. The results of the study indicate that: (1) Teachers possess professional competence in designing authentic assessments, as evidenced by the availability of lesson modules/lesson plans (RPP) equipped with attitude, knowledge, and skill instruments, despite facing challenges in constructing assessment rubrics; (2) The implementation of authentic assessment is actively carried out and positively impacts student participation, but its execution remains suboptimal due to limited time, complex administration, and large class sizes; (3) Teachers demonstrate professional attitudes in evaluation and follow-up activities by providing remedial teaching, enrichment, and instructional reflection, although further competence enhancement in utilizing digital technology for grading is still required. This study concludes that enhancing professionalism through continuous training is highly necessary to overcome administrative and technical constraints for achieving optimal learning quality.