Authentic Assessment In The Ai Era: Integrating Local Wisdom And Digital Literacy In Culturally Responsive Learning

Abstract

The development of artificial intelligence (AI) offers new opportunities in primary education assessment, particularly through authentic assessment approaches that assess skills in real contexts. This study aims to analyze the implementation of AI-based authentic assessments that integrate local wisdom and digital literacy in culturally responsive learning in primary schools. The study used a qualitative descriptive approach supported by simple quantitative analysis of the assessment results. The subjects were 30 sixth-grade students at Tanah Kali Kedinding Elementary School. The assessment instruments included essay questions based on the local figure Sarif Tambak Oso, video products with the CapCut application, Google Form-based digital quizzes, group discussions, and digital reflective journals. Data were collected through assessment results, observations, and interviews, then analyzed using the Miles & Huberman interactive model and simple item analysis. The results showed: (1) student achievement varied, with the highest results in AI-based digital quizzes (90%) and the lowest in digital reflective journals (55%); (2) the characteristics of authentic assessment instruments were characterized by the integration of cultural contexts, the use of digital technology, and a focus on cognitive, affective, and psychomotor aspects; and (3) the role of AI is proven to accelerate the analysis of learning outcomes, local wisdom makes assessments more meaningful and contextual, while digital literacy strengthens 21st century skills. Thus, authentic AI-based assessments that integrate local wisdom and digital literacy not only function as evaluation tools, but also as a vehicle for character building, digital literacy, and cultural preservation.