Penerapan Penilaian Autentik Dalam Pembelajaran Jarak Jauh (PJJ) Bahasa Jepang di Tingkat SMA Sederajat

Abstract

Abstract
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
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