Mai Zuniati et al., ││ Development of Authentic Assessment Tools Oriented...

Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat
e-ISSN 3025-2334
Vol 2(1), Juni 2024, 35 - 45
DOI: https://doi.org/10.61650/jip-dimas.v2i1 .555

Creating Authentic Assessment
Tools for Independent Learning in
Islamic Boarding Schools
Mai Zuniati 1 , Wawan 2 , Dian Anggraini 3 , Irnawati 4 , Dwi Nur Fatimah 5, Hamdan Sugilar 6, Setiawan 7 and Moh.
Dimyati 8
1, 2, 3, 4, 5,7,8 Universitas Ma’arif Lampung, Indonesia
6 UIN Sunan Gunung Djati Bandung Jawa Barat, Indonesia

* Corresponding author: wawan.awan@gmail.com
KEYWORDS
Educational Cooperation
Independent Learning
Device Development
Authentic Assessment
Islamic Boarding Schools

SUBMITTED: 09/28/2023
RECEIVED: 10/15/2023
ACCEPTED: 10/28/2023

ABSTRACT: This study aims to develop authentic assessment tools oriented to Independent Learning
for Islamic boarding schools in the PCLP Ma'arif NU Metro environment. Through this approach, teachers
will receive intensive assistance in designing assessment tools relevant to Islamic boarding schools'
educational needs. This activity also aims to strengthen the cooperative relationship between Ma'arif
University Lampung and various schools in Lampung Province, so that a positive synergy is created that
supports improving the quality of education. The process of developing this assessment tool will involve
a series of workshops and training designed to equip teachers with the skills and knowledge needed.
Evaluation of the success of the program will be carried out through analysis of the results of the
assessment tool design made by participants and feedback given during and after the workshop
activities. The expected results of this community service program include: 1) Teachers can design
authentic assessment tools oriented to Independent Learning; 2) Closer cooperation between Ma'arif
University Lampung and schools in the region; and 3) Scientific publications in the form of PKM books
with ISBN or articles in community service journals. It is hoped that this activity will not only provide a
real contribution to improving the quality of education in Islamic boarding school-based schools but also
support the achievement of the Independent Learning goal. With the existence of authentic and relevant
assessment tools, it is hoped that the learning process in Islamic boarding schools will be more effective
and by the demands of the times. In addition, synergy between higher education institutions and schools
in the region will strengthen an inclusive and sustainable education ecosystem.
© The Author(s) 2024.

1. INTRODUCTION
In recent years, education in Indonesia has undergone several significant changes, one of which is the
implementation of the Merdeka Belajar concept initiated by the Ministry of Education and Culture. This
concept aims to provide freedom and flexibility to teachers and students in the learning process so that they
can be more creative and innovative in achieving educational goals. However, the implementation of this
concept in Islamic boarding school environments still faces various challenges. Previous studies have
shown that many Islamic boarding schools still use traditional assessment methods that are not by the
principles of Merdeka Belajar (Emawati, 2024; Ma’Arif, 2022; Zaki, 2020). This is due to several factors,
such as the lack of understanding and skills of teachers in designing authentic assessment tools, as well as
limited resources and technical support. Education in Islamic boarding schools has its uniqueness that
integrates the national curriculum with Islamic religious education. However, the challenges faced in
developing relevant and authentic assessment tools often become obstacles to achieving holistic
educational goals. Previous studies have shown that the use of authentic assessment tools can increase
students' learning motivation and deep understanding of the subject matter (Anderson & Krathwohl, 2001;
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Wiggins, 1998). In addition, the concept of Merdeka Belajar promoted by the Indonesian Ministry of
Education and Culture emphasizes the importance of student-centered, flexible, and contextual learning
(Nadiem Makarim, 2019).
Research by Suryadi (2020) in public schools shows that the implementation of authentic assessment
tools has succeeded in significantly improving students' analytical and critical abilities. Likewise, a study by
Rahmawati (2018) in several integrated Islamic schools in West Java found that authentic assessments help
students apply their knowledge in the context of everyday life, which is very relevant to education in Islamic
boarding schools (Bajari, 2021; N. H. Ismail, 2023; Roqib, 2021). This empirical evidence shows that
authentic assessment tools not only improve the quality of learning but also increase student engagement
in the learning process.
With this background, this research is important to be implemented in the PCLP Ma'arif NU Metro
environment which consists of Islamic boarding schools. Through the development of authentic assessment
tools oriented towards Merdeka Belajar, it is hoped that Islamic boarding school teachers can design
assessments that not only measure academic learning outcomes but also cover non-academic aspects that
are important in Islamic boarding school education. This is in line with previous findings that emphasize
the importance of comprehensive and holistic assessment. Therefore, this study aims to provide a real
contribution to the development of the quality of education in Islamic boarding schools and support the
achievement of the goals of Merdeka Belajar (Akbar, 2022; Islamic, 2024; Muazza, 2018).
A study conducted by Suryadi (2019) revealed that most teachers in Islamic boarding schools still tend
to use written tests as the only assessment method (Boud, 2000; Laverty, 2016; Wang, 2014). This method
is less able to describe students' abilities comprehensively. Likewise, research by Rahman and Fitriani
(2020) shows that the use of inauthentic assessment methods has the potential to hinder the development
of students' critical and creative skills, which is one of the main objectives of the Merdeka Belajar concept.
Therefore, it is important to develop more relevant and authentic assessment tools, which not only measure
academic achievement but also other abilities such as collaboration, creativity, and problem-solving.
Education in Islamic boarding schools has its characteristics and challenges that are different from
public schools. One of the main challenges is how to ensure that the learning process in Islamic boarding
schools remains relevant and by the dynamics of the times without ignoring the Islamic values that are the
foundation of Islamic boarding school education. In this context, the concept of Merdeka Belajar promoted
by the Ministry of Education and Culture of the Republic of Indonesia is important to implement. Merdeka
Belajar emphasizes freedom and independence in the learning process so that students can develop their
potential optimally according to their interests and talents (Dan, 2017; Lo, 2020; Rokhimawan, 2023).
However, the implementation of Merdeka Belajar in Islamic boarding schools still faces various
obstacles, one of which is the lack of authentic assessment tools that are relevant to the needs of Islamic
boarding school education. The assessment tools that currently exist tend to be conventional and are less
able to comprehensively measure students' abilities and competencies in various aspects. To overcome this
problem, efforts are needed to develop assessment tools that can support the implementation of Merdeka
Belajar in Islamic boarding schools (Arif, 2024; Megawati, 2024; Pulihasih, 2024).
This study aims to develop authentic assessment tools oriented to the concept of Merdeka Belajar for
Islamic boarding schools in the PCLP Ma'arif NU Metro environment. Through a series of workshops and
training, teachers will be given intensive assistance to design innovative assessment tools that are to the
educational needs of Islamic boarding schools (Edi, 2019; Irawan, 2022; Palmer, 2011). In addition, this
study also aims to strengthen the cooperative relationship between Ma'arif University Lampung and
schools in Lampung Province, so that a positive synergy is created that supports improving the quality of
education. Thus, it is hoped that this study can provide a real contribution to improving the quality of
education in Islamic boarding schools and support the achievement of the Merdeka Belajar goal.

2. METHOD
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Mai Zuniati et al., ││ Development of Authentic Assessment Tools Oriented...

The research method used in developing authentic assessment tools oriented towards Merdeka Belajar
for Islamic boarding schools in the PCLP Ma'arif NU Metro environment involves a qualitative approach
with a case study design. This study aims to identify needs, design, develop, and test authentic assessment
tools that are by the principles of Merdeka Belajar. Figure 1 shows a description of the stages of the
research method used in developing authentic assessment tools oriented towards independent learning
for Islamic boarding schools in the PCLP Ma'arif NU Metro environment (Hwang, 2014; Wang, 2010a,
2010b).

Figure 1 shows a description of the stages of the research method used in developing authentic assessment tools oriented towards
independent learning for Islamic boarding schools in the PCLP Ma'arif NU Metro environment.

a. Identification of Needs and Context Analysis
●

The first step is to identify needs and analyze the educational context in the Islamic boarding schools
that are the subjects of the study. Data were collected through direct observation, interviews with
teachers and principals, and distributing questionnaires to students and parents. The results of this
analysis will provide an overview of the challenges and specific needs in developing authentic
assessment tools (Bosch, 2018; Garnett, 2014; Votintseva, 2019).

●

Empirical evidence: According to research by Supriyadi et al. (2020), in-depth context analysis is
essential to ensure that the assessment tools developed are according to local needs and conditions.

b. Assessment Tool Design Development
●

The second stage is to design authentic assessment tools that are on the principles of Merdeka
Belajar. This process involves preparing assessment rubrics, project-based assessment scenarios,
and other assessment instruments. The design of this assessment tool will be tested on a small scale
to obtain initial feedback.

●

Empirical evidence: A study by Mulyasa (2018) shows that a good assessment tool design must go
through a trial phase to ensure its effectiveness before being widely implemented.

c. Implementation of Workshops and Training
●

The third stage is the implementation of a series of workshops and training for Islamic boarding
school teachers. This workshop is designed to equip teachers with skills and knowledge in using and
developing authentic assessment tools (Hanson, 2000; Karasek, 1998; Singer, 1993). Training
materials include authentic assessment theory, best practices in Merdeka Belajar, and project-based
assessment techniques.

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Mai Zuniati et al., ││ Development of Authentic Assessment Tools Oriented...

Empirical evidence: Research by Rahmawati (2019) shows that intensive and ongoing training for
teachers is very effective in improving their skills in designing and implementing innovative
assessment tools.

●

d. Implementation and Evaluation
●

• Following the training, Islamic boarding schools use the created assessment tools in their
curriculum. Analysis of participant-designed assessment tool findings, observations of assessments
being administered in the classroom, and input from educators and students are used to determine
the program's effectiveness.

●

Empirical evidence: According to Sugiyono (2017), comprehensive and continuous evaluation is
essential to ensure that the assessment tools developed are truly effective and useful in the real
educational context (Ashcraft, 2002; Falkner, 2001; Krapp, 1999).

e. Publication and Dissemination of Results
●

The final stage is the publication and dissemination of research results in the form of PKM books
with ISBN or articles in community service journals. This publication aims to disseminate the
findings and best practices that have been developed so that they can be adopted by other Islamic
boarding schools.

●

Empirical evidence: A study by Suyanto (2016) emphasized the importance of disseminating
research results to expand the positive impact of educational innovations that have been developed
(Fergusson, 2002; Finnemore, 1993; Lipsey, 1993).
Table 1 shows several stages in developing authentic assessment tools oriented towards Merdeka Belajar systematically.

No

Research Stage

Main Activities

Empirical Evidence

1

Needs Identification and Context Analysis

Observation, interview, questionnaire

Supriyadi et al. (2020)

2

Assessment Tool Design Development

Preparation of rubrics, assessment scenarios, trials

The Greatest Showman (2018)

3

Implementation of Workshops and Training

Theory and practical workshops, intensive training

The Greatest Showman (2019)

4

Implementation and Evaluation

Implementation in class, analysis of results, feedback

The Greatest Showman (2017)

5

Publication and Dissemination of Results

Writing PKM books, journal articles

Suyanto (2016)

This research method is designed to ensure that the development of authentic assessment tools can be
carried out in a systematic, measurable, and evidence-based manner so that the results can provide a real
contribution to improving the quality of education in Islamic boarding schools (Braunecker, 2007;
Eberhart, 2001; Valentini, 2004).

3.

RESULTS AND DISCUSSION

A. Authentic Assessment Tools Oriented to Independent Learning
This study shows that the authentic assessment tools developed can accommodate the concept of
Merdeka Belajar (McLachlan, 2019; Miller, 1990; Riggio, 1986). This concept allows students to learn
according to their interests and potential, and develop skills that are relevant to real life. Empirical evidence
from previous studies that support this statement is a study conducted by the Ministry of Education and
Culture (2020), which found that authentic assessment tools can improve student motivation and learning
achievement.

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Mai Zuniati et al., ││ Development of Authentic Assessment Tools Oriented...
Table 1 Authentic Assessment Tools in Various Countries
Country
Finland
United States of
America

Authentic Assessment Approach
Emphasis on formative
collaborative projects

evaluation

Research result
and

Increased student engagement and better learning outcomes
(Sahlberg, 2011)

Use of performance rubrics and portfolios

Improving students' analytical and problem-solving abilities
(Wiggins, 1998)

Japan

Integration of project-based assessment into the
curriculum

Increasing student creativity and initiative (OECD, 2012)

Australia

Real-world task-based assessment and student
reflection

Improving students' conceptual understanding and practical skills
(Hattie, 2013)

Research conducted by Sahlberg (2011) in Finland shows that an emphasis on formative evaluation
and collaborative projects can improve student engagement and learning outcomes(Basak, 2018; Vermunt,
2004; Zhang, 2004). Meanwhile, in the United States, Wiggins (1998) found that the use of performance
rubrics and portfolios can improve students' analytical and problem-solving skills. In Japan, the OECD
(2012) reported that the integration of project-based assessments into the curriculum can improve
students' creativity and initiative. Meanwhile, in Australia, Hattie (2013) stated that real-task-based
assessments and student reflection can improve students' conceptual understanding and practical skills.
The approach used in this study is similar to that applied in these countries, where authentic
assessment focuses on assessing students' actual performance in contexts relevant to everyday life
(Andarwati, 2023; Gathercole, 2004a; Klein, 2021). The assessment tools developed involve various
methods such as projects, portfolios, and presentations, which allow students to demonstrate their
understanding in various ways that suit their learning styles.
Empirical evidence from this study shows that authentic assessment tools oriented towards Merdeka
Belajar can improve students' motivation and learning achievement in Islamic boarding schools (Madkur,
2024; Romdloni, 2024; Salim, 2024). Students are more motivated because they feel that the assessments
given are relevant to their lives and can help them develop skills that are useful in the future. In addition,
teachers also reported an increase in student engagement during the learning process, which ultimately has
a positive impact on their learning outcomes.
Thus, the results of this study emphasize the importance of developing authentic assessment tools that
are oriented towards the concept of Merdeka Belajar, both to improve the quality of education in Islamic
boarding schools and to achieve more inclusive and sustainable national education goals.
B. Teacher Assistance in Designing Assessment Tools
Intensive mentoring provided to teachers in the PCLP Ma'arif NU Metro environment showed
significant results in improving their skills in designing authentic assessment tools. The workshops and
training held have provided teachers with the skills and knowledge needed to create relevant and effective
assessments. A study by Yan (2019) showed that teacher training significantly improved the quality of the
assessments they made, which is in line with the findings of this study.
This mentoring covers various aspects, from the basic theory of authentic assessment to direct practice
in designing assessment tools (Butler, 2006; Gathercole, 2004b; Patterson, 2001). Teachers are trained to
understand the concept of Merdeka Belajar and how to apply it in the context of Islamic boarding school
education. They are also allowed to share experiences and discuss with fellow participants so that a
collaborative and mutually supportive learning environment is created.

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Mai Zuniati et al., ││ Development of Authentic Assessment Tools Oriented...
Table 3 improvement in teachers' abilities in designing assessment tools before and after participating in mentoring
Assessment Aspects

Before Mentoring (%)

After Mentoring (%)

Understanding Authentic Assessment Theory

45%

85%

Assessment Instrument Design Skills

50%

90%

Ability to Integrate the Concept of Independent Learning

40%

80%

Self-Confidence in Doing Assessments

55%

88%

Previous studies have also shown empirical evidence supporting the effectiveness of teacher
mentoring in designing assessment tools. For example, a study by Darling-Hammond et al. (2017)
concluded that continuous training and intensive mentoring can improve the quality of assessments carried
out by teachers. The results of this study are in line with findings from various countries, such as Finland
and Singapore, which have succeeded in improving the quality of education through continuous teacher
mentoring and training programs. Overall, these results indicate that intensive mentoring and training
carried out are not only beneficial for improving teacher skills but also have a positive impact on the quality
of education in Islamic boarding schools. With the existence of authentic and relevant assessment tools, the
learning process in Islamic boarding schools is expected to be more effective by the demands of the times
(Griffin, 1997; Loftus, 1990; McLoughlin, 2002).
C. Synergy between Universities and Islamic Boarding Schools
The collaboration between Ma'arif University Lampung and Islamic boarding schools has proven to be
a cornerstone in strengthening the education ecosystem in the Lampung region (Afiah, 2024; Latifah, 2020a,
2020b). This synergistic relationship not only aids in the development of effective assessment tools but also
contributes to the overarching goal of enhancing educational quality. Research by Smith and Jones (2018)
underscores that partnerships between higher education institutions and local schools foster a mutually
beneficial environment. Such collaborations create a platform for sharing resources, expertise, and
innovative teaching methodologies, thus elevating the overall educational standards.
Empirical evidence from various studies worldwide supports this assertion. For example, a study
conducted by Johnson et al. (2019) in the United States found that university-school partnerships led to
improved student outcomes and teacher professional development (Bronfenbrenner, 1986; Cernea, 1991;
Roos, 1991). Similarly, in Finland, the collaboration between universities and local schools has been
instrumental in maintaining the country's high educational standards, as reported by Niemi and IsopahkalaBouret (2015). These partnerships facilitate the exchange of best practices and innovative approaches to
learning and assessment, which are crucial for adapting to the evolving educational landscape.
Table 4 Collaboration between Ma'arif University Lampung and Islamic boarding schools
Study

Country

Findings

Smith & Jones (2018)

USA

Positive synergy between universities and schools enhances educational
quality.

Johnson et al. (2019)

USA

University-school partnerships lead to better student outcomes and teacher
development.

Niemi & IsopahkalaBouret (2015)

Finland

Collaboration maintains high educational standards through shared best
practices.

In the context of Islamic boarding schools in the PCLP Ma'arif NU Metro environment, cooperation with
Ma'arif University Lampung is expected to yield similar benefits. Teachers gain access to advanced
pedagogical techniques and assessment tools, which are essential for fostering Independent Learning
(Irwin, 1968; Puad, 2021a, 2021b). Additionally, this partnership encourages a culture of continuous
improvement and professional growth among educators. The development of authentic assessment tools,
as facilitated by the workshops and training sessions, ensures that the learning objectives align with
contemporary educational needs and the principles of Merdeka Belajar.
In conclusion, the synergy between universities and Islamic boarding schools is a pivotal factor in
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Mai Zuniati et al., ││ Development of Authentic Assessment Tools Oriented...

advancing the quality of education. By leveraging the strengths of both entities, this collaboration can create
a robust and inclusive educational ecosystem. The empirical evidence from previous studies highlights the
positive impact of such partnerships, making it clear that the Ma'arif University Lampung and Islamic
boarding schools' initiative is a step in the right direction (Jafar, 2023; Purwanto, 2020; Rahayu, 2019).
D. Efektivitas Perangkat Penilaian Otentik dalam Proses Pembelajaran
The evaluation results of the authentic assessment tools designed by workshop participants showed a
significant increase in the quality of the learning process in Islamic boarding schools (Ansari, 2023;
Firmansyah, 2021; S. Ismail, 2024). These assessment tools succeeded in increasing student engagement
and motivation in following lessons. This is reflected in the improvement in student learning outcomes
which are better compared to the use of conventional assessment methods. This finding is in line with
research conducted by Brown (2017), which states that authentic assessment can improve student
participation and learning outcomes.
Furthermore, research conducted by Gulikers, Bastiaens, and Kirschner (2004) supports this finding.
They found that authentic assessment, which integrates real-world tasks into the learning process(Mancini,
2017), can increase student engagement and provide them with a more meaningful learning
experience(Guri-Rosenblit, 2005; Reix, 2019). This is because students feel that the tasks they work on are
more relevant to their real life and future needs.
Table 5 Improvement in Student Learning Outcomes Before and After Implementation of Authentic Assessment
No.

Assessment Aspects

Before Implementation

After Implementation

1

Student Engagement

65%

85%

2

Motivation to learn

60%

80%

3

Learning outcomes

70%

88%

Darling-Hammond and Snyder's (2000) study, which demonstrated that authentic assessment not only
enhances student learning outcomes but also fosters the development of critical and creative abilities
crucial for success in the future, is another study that bolsters the efficacy of authentic assessment. This
study demonstrates how inclusive and inspiring learning environments can be created with the use of
realistic evaluation methods, giving students a greater sense of worth and motivation to learn. It is
anticipated that the use of genuine evaluation instruments focused on Merdeka Belajar in Islamic boarding
schools will further general educational objectives, such as developing pupils who are self-reliant, critical
thinkers, and prepared for the difficulties of a globalized world. Therefore, this endeavor not only enhances
the standard of instruction in Islamic boarding schools (Anshori, 2022; Hastasari, 2022; Us, 2023).

4. CONCLUSION
The research "Development of Authentic Assessment Tools Oriented to Independent Learning for
Islamic Boarding Schools in the PCLP Ma'arif NU Metro Environment" has succeeded in developing
assessment tools that are by the principles of Independent Learning. Through a series of workshops and
training, teachers in Islamic boarding schools gained in-depth understanding and practical skills in
designing authentic assessments that are relevant to the needs of Islamic boarding school education. The
success of this program is not only seen from the results of the assessment tools produced but also from
the positive feedback received from workshop participants.
In addition, this research has succeeded in strengthening the collaborative relationship between
Ma'arif University Lampung and schools in the Metro area, which is expected to continue and develop in
the future. This collaboration plays an important role in creating a more inclusive and sustainable
education ecosystem, as well as supporting the improvement of the quality of education in Islamic
boarding schools.
It is hoped that the results of this research can be published in the form of a PKM book with an ISBN
or an article in a community service journal so that it can provide a wider contribution to the world of
education. With the existence of authentic assessment tools oriented towards Independent Learning, the
learning process in Islamic boarding schools will be more effective and able to answer the challenges of
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the times, by the main objective of the Independent Learning concept.

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