Penelitian ini bertujuan untuk mendeskripsikan penerapan penilaian autentik dalam pembelajaran tematik dan untuk mendeskripsikan faktor penghambat dan faktor pendukung penerapan penilaian di SDN 001 Tarakan. Jenis penelitian ini menggunakan penelitian kualitatif deskriptif yang dilaksanakan di SDN 001 Tarakan tahun ajaran 2019/2020. Penelitian ini berfokus pada penerapan penilaian autentik dalam pembelajaran tematik dan faktor penghambat dan pendukung penerapan penilaian autentik dalam pembelajaran tematik. Adapun sumber data dari penelitian ini yaitu sumber data primer dan sumber data sekunder dengan informan guru kelas rendah, guru kelas tinggi, kepala sekolah, dan pengawas sekolah. Teknik pengumpulan data pada penelitian ini menggunakan teknik wawancara, observasi dan studi dokumen. Teknik analisis data kualitatif melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru di SDN 001 Tarakan tidak menerapkan penilaian autentik dalam pembelajaran tematik secara maksimal. Guru hanya menerapkan beberapa teknik dalam penilaian seperti pada kompetensi sikap, guru hanya menerapkan teknik observasi tanpa menggunakan instrumen penilaian. Untuk penilaian kompetensi pengetahuan, guru hanya menerapkan teknik tes tertulis dan penugasan. Serta penilaian kompetensi keterampilan, guru hanya menerapkan teknik penilaian kinerja atau unjuk kerja tanpa menggunakan instrumen penilaian. Selanjutnya, guru mengalami hambatan berupa format penilaian yang rumit, waktu penyusunan dan pelaksanaan penilaian autentik yang terbatas, dan pembelajaran yang dilakukan secara online atau daring. Guru juga mendapat dukungan berupa pelatihan, buku panduan penilaian autentik, dan pendampingan.

Kata Kunci: Penilaian, Autentik, Tematik, Penghambat, Pendukung

This study aimed to describe the application of authentic assessment in thematic leaming and to describe the inhibiting factors and supporting factors for the application of assessment at SDN 00I Tarakan. Conducted in the 2019/2020, this study used a descriptive qualitative method. It focused on the application of authentic assessment in thematic learning and inhibiting and supporting factors for the application of authentic assessment in thematic learning. The data sources of this study were primary data and secondary data with the informants consisted of teachers for lower graders, teachers for higher graders, school principal, and school supervisors. Data collection techniques were performed using interview, observation and document study. Qualitative data analysis techniques were performed through data reduction, data presentation, and drawing conclusions. The results showed that the teachers at SDN 001 Trakan did not optimally apply authentic assessment in thematic learning. The teachers only applied several techniques in assessment such as attitude competence. The teachers only applied observation techniques without using assessment instruments. For knowledge competency assessment, the teachers only applied written test techniques and assignments. For competency assessment, the teachers only applied performance appraisal techniques without using assessment instruments. Furthermore, the teachers experienced obstacles in the form of complex assessment formats, limited time for preparation and implementation of authentic assessments, and learning conducted online. The teachers also received support in the form of training, authentic assessment manuals, and mentoring. Keywords: Assessment, Authentic, Thematic, Inhibitor, Supporter