Penerapan Penilaian Autentik Dalam Pembelajaran Jarak Jauh (PJJ) Bahasa Jepang Di Tingkat SMA Atau Sederajat
The Application of Authentic Assessment in Japanese Distance Learning (PJJ) at the High School Level or the Equivalent
This study aims to determine (1) the implementation, (2) the obstacles encountered and (3) the solutions applied to overcome the obstacles to the application of authentic assessment in distance learning Japanese at the high school level (SMA) or equivalent. The approach used in this research is mixed methods. The respondents consisted of six Japanese language teachers in high school or equivalent. Data was collected through questionnaires and interviews. Data collection was conducted in April 2022. The results of the study are as follows: (1) authentic assessments (attitudes, knowledge, skills) are still carried out during PJJ with adjustments to authentic assessment indicators, (2) four out of six respondents carry out periodic daily tests (UH) (3) two out of six respondents eliminate UH and only carry out Mid-Semester Examination (UTS) and End Semester Examination (UAS). Furthermore, the obstacles to implementing authentic assessment in Distance Learning (PJJ) include (1) network and quota limitations, (2) device limitations, (3) time constraints, (4) difficulty in selecting task collection media, (5) non-objective assessment. In line with the obstacles, these can be overcome with solutions including, (1) additional quota distribution, (2) borrowing devices in the form of smartphones or computers by schools, (3) adding time outside the scheduled hours, (4) Using social media as a collection media assignments, (5) Changing assignments from written to video form.
Keywords: Implementation, Authentic Assessment, Distance Learning, Japanese