IMPLEMENTATION OF INTEGRATED AUTHENTIC THEMATIC ASSESSMENT IN THE 2013 CURRICULUM AT MIN SIDOARJO PACITAN 2016/2017

Imam Machali 
Lecturer at Postgraudate Program of FITK UIN Sunan Kalijaga 
imam.machali@uin-suka.ac.id
Efi Tri Astuti
Student at Master of Islamic Elementery Teacher Education (PGMI)
efitriastuti@gmail.com

Abstract: Assessment is a key component for knowing the effectiveness of the learning process. The assessment method should have relevance with the curriculum that applied in the educational institution. In the 2013 curriculum, the relevant assessment method is an authentic assessment. This authentic assessment method measures the competence of attitudes, skills and knowledge of the students based on their processes and outcomes. This method is different with the previous curriculum assessment methods that always emphasize cognitive competence (knowledge) and tend to be oriented to exam results, in authentic assessment teachers always pay attention to the balance competency between attitude competency assessment, knowledge and skills that agree with the development of characteristics according of student's steps. Based on the research, implementation of the authentic assessment at MIN Sidoarjo Pacitan didn’t optimally. Caused, the teacher’s ability of technical authentic assessment are not capable.
Keywords: authentic assessment, 2013 curriculum, education

Introduction
Assessment is one of important an even a main component in learning curriculum. Assessment can be used as media to know whether the learning objectives contained in curriculum have been achieved or not. Even, assessment can also be used to measure how far the objectives of learning have been achieved. From time to time as the change of curriculum, model and method of assessment are always developed and improved. Indonesia has been carried out nine curriculum changes. It began in 1947 which known as rentjana pelajaran (learning plan) until the 2013 curriculum which known as kurikulum berkarakter.
Every new curriculum has special characteristic which differs it from previous curriculum. However, in the implementation of curriculum, most educators see that assessment only applied on narrow sense. It is only to fulfill the target in learning process and presented out on a middle-semester test, semester test, and final test report book.
It will cause the change of education paradigm on a children, parents, and even society. They think that education and learning process is a process to get high score to be champion in a class, to be advanced to the next class or graduate. We can see that phenomenon from the children’s attitude when study. They only want to study when there is examination to get high score. In fact, when it is examined deeper, students’ learning result in a report book and educational certificate only assess cognitive ability of the students and does not reflected entirely ability of the students.
In addition, the improvement of student’s cognitive competency there is tendency to happen moral decadency is social life such as student’s fight, drugs, corruption, plagiarism, cheating in test or exam, anarchy, and other bad things. Those problems become the concern especially from academicians. If it continues then the existence of Indonesia as nation will be threatened and will end on destruction. Therefore, in order to anticipate the happen of moral decadency, the government always try to reconstruct learning model through the change or curriculum as well as the change of assessment process and method. Most of teacher, as the key person in education have not understand the concept of develop curriculum. It makes the leaning procedure including aspect of assessment does not change although the curriculum is change.
Based on the background of study above, it needs to arrange a research with these problem statements: 1) How is the implementation of authentic assessment in integrated thematic learning at MIN SidoarjoPacitan? 2) What are the obstacles faced by teacher in implementing authentic assessment in integrated thematic learning at MIN Sidoarjo Pacitan?
This research aims to develop the knowledge of all parts who have role in authentic assessment, especially for class teacher; as the reflection and evaluation for class teacher in implementation of authentic assessment; and becomes consideration for Islamic school and government in developing Islamic education teacher’s quality relater to authentic assessment.
Urgency of Development and Basic Concept of the 2013 Curriculum
Indonesia as a nation and state is like an organism that born, grow and defend its life to achieve the goals dreamed when born. Glorious dream of Indonesian clearly declared in Pembukaan UUD 1945 which says “melindungi segenap bangsa dan seluruh tumpah darah Indonesia, memajukan kesejahteraan umum, mencerdaskan kehidupan bangsa dan ikut melaksanakan ketertiban dunia berdasarkan kemerdekaan, perdamaian abadi dan keadilan sosial”. We ought to contribute proper with our role to actualize Indonesia’s goals. One of them is to prepare future generation who strong, intelligent, independent and hold on to spiritual values through conducive environment. In order to actualize conductive learning condition, government through Department of Education and Culture keep doing update and innovation in education by delivering the 2013 curriculum. This new curriculum is concurrently answering the challenge of development paradigm shifting from 20th century to the 21st century. It is also prepared Indonesian people to have living qualification as an individual and citizen who is religious, productive, creative, innovative, and affective as well as can contribute in having nationality life, state and the world civilization.
On the other side, our students have not get internalization of values or character building in school. It is caused by learning process that still emphasizes on a cognitive aspect. Thus, affective and psychomotor aspect which contains character does not get enough attention. It is also worsened by learning model in the school which still oriented on mastering of material to face the final exam. By developing the 2013 curriculum, it is expected to balance between high academic mastering and character emphasizing based on spiritual in the students.
In this matter, education cannot separate the students with their environment, and the developing of curriculum should be based on education relevance principle with requirements and environment. In the 2013 curriculum, there is also reinforcing in the process for both learning and method of assessment as written in the table below:
Table: Action of process reinforcing in the 2013 curriculum
NO	Process	Reinforcing Characteristic	
1	Learning	Using scientific approach through observation, question, reasoning, trying, and collaborating.	
		Using science as the learning motivator for all courses.	
		Guiding the students to finding out not to be told (discovery learning).	
		Emphasizing on language skill as the communication instrument, knowledge conveyor and think logic, systematic and creative.	
2	Assessment	Measuring students’ level of thinking from low to high.	
		Emphasizing on questions which need deep thought and comprehension.	
		Measuring the work process of student, not only the result.	
		Using learning portfolio of the students in school.	

The 2013 curriculum follows the basic view that knowledge cannot be moved so from the teacher to the students. Students are subjects who have ability to actively searching, processing, constructing, and using knowledge. Thus, learning process should give the chance to the students to construct the knowledge in cognitive process in order to understand and can apply the knowledge by keep given supports in problem solving, found anything inside themselves, and hard effort to actualize their ideas.
Teacher should give easiness for the process. It can be presented by developing learning environment that give opportunity to the students to find out, apply their own ideas, become aware and consciously using their own strategies to examine something. In this matter, the opportunity is given to step the stares that can bring the students to the higher understanding which in the beginning should be done by teacher’s guidance and later becomes independent. The students will experience the mindset shifting from “be informed” become “actively find out”.
Implementation of Authentic Assessment in the 2013 Curriculum
Authentic Assessment Definition
Assessment is integral part of a learning process which has function to measure the extent to which the student can achieve learning purposes that have been determined. Assessment in learning process can help the teacher in evaluating the effectiveness of the curriculum, learning strategies and learning process that includes knowledge competence, attitude and students’ skill. Assessment is a systematic process or activity and to be continuous to collect information about students’ learning process and result in order to make decisions based on certain criterion and consideration. Assessment is not only score but also teacher can celebrate the achieving and support the students in facing the challenge through assessment.
There are three different assessments of students and have each targets, they are:
1.	Assessment of learning (summative assessment). It summarizes students’ achievement in the end of academic year. This kind of assessment monitors how good students have learned from what the teacher taught and then reported as numbers or letters.
2.	Assessment for learning (formative assessment). It is assessment to give descriptive response to improve learning process. This assessment helps the students to clarify the meaning and solve the problem in learning. This assessment can raise the students’ confidence for their ability to learn and challenge the students to continue and improving their learning process.
3.	Assessment as learning is kind of assessment where the students learn by assessing their own progress. The students practice self-assessing to their learning process, knowledge, skill, creativity and their character. Students also learn to determine meaningful and realistic goals.
Assessment in the 2013 curriculum is referred to the Permendikbud No.66 Year 2013 about Standar Penilaian Pendidikan or education assessment standard. This standard is aimed to guarantee: (1) Students’ assessment planning appropriate with the competence that will be achieved and based on assessment principle, (2) implementation of students’ assessment professionally, opened, educative, effective, efficient and appropriate with socio cultural context, and (3) reporting the result of students’ assessment objectively, accountable, and informative. This education assessment standard is arranged as the assessment reference to the teacher, education unit, and government in an education unit for primary and secondary education. 
One of the emphasizing in the 2013 curriculum is authentic assessment. Actually, in previous curriculum named Kurikulum Tingkat Satuan Pendidikan (KTSP) has given space for authentic assessment but in the implementation has not run optimally. Through the 2013 curriculum, authentic assessment becomes serious emphasizing where the teachers should pay attention in authentic assessment in assessing the students’ learning result. Authentic assessment is the activity of assessing the students by emphasize on what should be assessed. It can be both of the process and the result using various instruments which adjusted with the competency assertion in Standard Competency (SK) or Main Competency (KI) and Basic Competency (KD).
The government clarifies that that there are shifts in implementing the assessment through application of the 2013 curriculum. They are assessment through test (measuring the competence through knowledge based on the result), going to the authentic assessment (measuring competency of attitude, skill, and knowledge based on the process and the result). In authentic assessment, the students are requested to apply theory or concept in the real life. Authentic means as real condition. 
Scope of Authentic Assessment
The scope of the authentic assessment of students or learners includes the competence of attitudes, knowledge and skills. In the Attachment of Permendikbud Number 104 of 2014 on the Evaluation of Learning Outcomes (PHB) and it is also written that the scope of authentic assessment includes the attitudes competence (spiritual and social), knowledge and skills. The scope of authentic assessment can be explained as follows:
1.	Attitude Competence (social and spiritual)
The authentic assessment’s goal by educators in the sphere of spiritual attitudes and social attitudes are as follows:
a.	Accepts value, that is, the state receives a value and gives attention to that value.
b.	Responds to the values, is the willingness to answer a value and there is a sense of satisfaction in talking about the value.
c.	Appreciate the value, that is to assume the value is good; liked the value; and commitment to that value.
d.	Living the value, inserting that value as part of the self-esteem system.
e.	Appraise the value, that is developing the value as a characteristic of their thinking, saying, communicating, and acting (character)
2.	Knowledge competence
The goals of authentic assessment for educators or teacher on thinking skills are as follows:
a.	Remember, is the ability to recount or retell what has been learned from teachers, books, and other as the original sources, without making any changes.
b.	Understand, is the ability to process the learned knowledge into something new without changing the meaning.
c.	Applying, is the ability to apply or use general ideas, ordinances or methods, principles, formulas, theories etc., in a new and concrete situation.
d.	Analyze, is "the ability to break down or decipher a material or circumstance according to smaller parts and be able to understand the relationship between parts or factors from one with other factors".
e.	Evaluate, is the ability to make decisions based on criteria and standards.
f.	Creating, that is an ability to make something new from what already exists.
3.	Skill competence
Based on the Attachment of Permendikbud Number 104 of 2014 on the Evaluation of Learning Outcomes, the target of authentic assessment from the educator in the field of abstract skills is learning ability which includes: 
a.	Observe, is an attention work when observing an object/reading a writing/hearing an explanation, notes made about what observed, patience, time (on task) used to observe.
b.	Asking, is a type, quality, and number of questions that the learner asks (factual, conceptual, procedural, and hypothetic questions)
c.	Collecting information/attempts, is a quantity and quality of resources reviewed/used, completeness of information, validity of information collected, and instruments/tools used to collect data.
d.	Reasoning or associating, is developing interpretations, arguments and conclusions about the interconnectedness of information from two facts/concepts.
e.	Communicate, is presents the results of the study (from observing to reasoning) in the form of writing, graphics, electronic media, multimedia and others.
While in the realm of concrete skills based on Permendikbud Number 104 of 2014 on the Evaluation of Learning Outcomes, are as follows:
a.	Perception (perception), which shows the attention to perform or show a movement.
b.	Readiness (set), which shows the mental and physical readiness to perform a movement.
c.	Mimics (guided response), which mimics or imitate the movement in a guided manner.
d.	Familiarize the movement (mechanism), which is doing mechanistic movement.
e.	Comprehensive (complex or overt response), which is doing complex and modified movements.
f.	Being a natural movement (adaptation), that is to be a natural movement created by itself on the basis of movement that has been mastered before.
g.	Became original action (origination), which is a new movement original and difficult to be imitating by others and become their trademark.

Thus, in authentic judgments always consider the balance between attitude competency assessment, knowledge and skills that is tailored to the development of learners’ characteristics according to the level, as shown in the following diagram:

Diagram: A balance of attitudes, skills, and knowledge to build soft skills and hard skills

PT (Higher Education)	
Knowledge	
SMA/K (Senior High School)	
Skills 	
SMP (Junior High School)	Attitude 
	
SD (Elementary School)	

From the diagram above, it can be explained that the higher level of development and education level of students or learners, so the mastery of the knowledge and skills will be wider (large), but the mastery of attitude competence is getting smaller or less significant. It is assumed that attitudinal competence has been embedded in such a way in the previous ladder. Thus at a low level such as Primary School / Madrasah and Junior High School, the planting of attitude competence should be really considered and become an emphasis point during the learning process. So, when students continue to the higher levels, they already have a strong foundation or bases and higher ladder will be more focus on deepening competence of knowledge and skills.
Authentic Assessment Techniques and Instruments
The application of authentic assessment in the curriculum 2013 is used to assess student learning progress including attitudes, knowledge and skills. Techniques that can be used to assess the attitudes competence, knowledge and skills are: 
1.	Assessment of Attitudes Competence (Affective)
Some experts say that someone's attitude can be foreseen to change if someone already has a high level of mastery cognitive. Therefore, that attitude competence is very closely related to the knowledge competence. According Kunandar, attitude competence is "assessment by teacher to measure the level of attainment attitudes of students which is include some aspects of receiving (receiving or attending), responding and give a feedback, characterize (have characterization). In the authentic assessment of 2013’s curriculum, the competence of attitude is divided into two; those are the spiritual attitudes contained in the Core 1 Competence or Kompetensi inti (KI 1) and the social attitudes contained in the 2nd Core Competence or Kompetensi inti (KI 2).
The competence of attitude assessment techniques can be through an observation, assessment between the other friends, self-assessment (self-evaluation) and journals. Instruments that used to do an observation are self-assessment and assessment through the other students’ then checklists or rating scales with a rubric, whereas journals are educators' records or notes. Observation is an ongoing assessment technique that used a sense, either directly or indirectly by using an observation guide that contains a number of indicators that observed. Self-assessment is an assessment technique by asking learners or students to express their strengths and weaknesses in the context of achieving competence. The instrument that used is a self-assessment sheet. An assessment between students is an assessment technique by asking learners to judge and give an assessment to each other related to the achievement of competence. The instrument used is an assessment sheet among students. The journal is as a note of educators inside and outside the class that contains information on observations about the strengths and weaknesses of students relates to the attitudes and behavior.
2.	Assessment of Knowledge Competency (cognitive)
The assessment of knowledge competence is "the assessment by the teacher to measuring the level of achievement or mastery of learners in the aspects of knowledge including memory or memorization, understanding, application, analysis, synthesis and evaluation". According to Kunandar the ability of learners can be classified into two levels, those are "high level and low level. Low abilities consist of knowledge, understanding and application, while high-level capabilities include analysis, synthesis and evaluation". Another views of Kunandar, Masnur Muslich incorporated the aspects of application or application into high-level capabilities.
In the curriculum of 2013or (K13) knowledge commonsense becomes the core competency with this code of competence 3 (KI3). Knowledge competence reflects the concepts of the skill that must be mastered by learners through the process of teaching and learning.
Assessment techniques for knowledge competence can be through an oral tests, written tests and assignments. The written assessment technique is done by written test. A written test is a test where the questions and answers given to learners in writing. A written test instrument of multiple choice, explanation or analysis, short answer, right-wrong question, matching and description. For description instrument must be completed with scoring guidance. The technique of assessing the form of oral test is a test used to measure the level of achievement of competence, especially knowledge (cognitive) in which teachers give direct questions to learners verbally (spoken language) that responded by learners directly with verbal language as well. An oral test instrument consists of questionnaire form. While assessment techniques with the method of assignment is intended to measure the material in terms of knowledge competencies that have been studied or discuss through the learning process. Instruments for assignment can be as homework and / or projects done individually or in groups based on the characteristics task.
3.	Skills Competency Assessment (Psychomotor)
According to Kunandar skill competency assessment is "the assessment conducted by teachers to measuring the level of skills achievement of learners include aspects of imitation, manipulation, precision, articulation and naturalization". According to Masnur Muslich (2011) "the types of learning outcomes in psychomotor domains are actually related to one another. In some degree, a person who changes his cognitive level is actually his attitude and behaviors are also changing".
The outcomes of psychomotor learning competence are seen in the form of the ability to act individually. There are six aspect of psychomotor competence according to Masnur Muslich those are:
a.	Reflex or skill movements in unconscious movements;
b.	Skills on basic movements;
c.	Perceptual ability, including visual distinguishing, auditive and motor distinguishing;
d.	Ability in the physical field, such as strength, harmony and accuracy;
e.	Skill movements ranging from simple skills to complex skills; and
f.	Ability with regard to non-decursive communication, such as expressive and interpretive movements.
As regulated in Permendikbud No. 23 of 2016 skills assessment is conducted through practice, products, projects, portfolios, and the other techniques in accordance with assessed competencies. The techniques in skills competency assessment are as follows:
a.	Performance (performance)
Performance appraisal is an action assessment or practical test that can effectively be used for the purpose of collecting various information about the forms of behavior or skills expected to arise in the learners. Performance assessment is done by observing the activities of learners in doing something. Performance appraisal is manifested in practice.
Performance based assessments are tasks that permit students to show in front of an observer and or an audience both the processes that they use and the products what they create. The types of activities that are based on the assessment of the reporting, solving a multi-step problem, conducting an experiment or investigation, preparing a demonstration, debating an issue, constructing a model or creating a multimedia presentation.
 A performance assessment requires students to demonstrate tasks in front of the observer or the audience of both the process that they used and the products what they produced. This type of quality activity as a performance-based assessment involves the development and writing of reports and research, steps, multi-problem solving, experimenting or investigating, preparing demonstrations, debating issues, building models or making presentations multimedia. Performance appraisals require students' activeness in completing complex and significant tasks while using the relevant learning knowledge and skills to solve the realistically problem).
b.	Projects
Project assessment is an assessment activity of a task that includes: collecting, organizing, evaluating, and presenting the data to be completed by the learners (individual / group) within a certain time or period. Project appraisal is intended to know the understanding, ability to apply, the ability to investigate and the ability to inform learners clearly, with attention to aspects of management, relevance and authenticity.
c.	Portfolio
Portfolio assessment is a continuous assessment based on a collection of information that indicates the progress of the learner in a current period. The information can be the work of students that are considered as the best by student, test results (not values) or other forms of information related to a particular competence in a subject. Portfolio assessment basically assesses the work of students individually in a period for a subject.
d.	Product rating (results)
Product assessment is an assessment of the manufacturing process and the quality of the product produced by the learner. Product assessment is performed to assess the observation, experimentation, or specific project tasks by using the scoring criteria (rubrics).
e.	Combination of assessment work with the product.
Sometimes teachers need to make assessments using two forms of assessment simultaneously. This assessment technique is intended for more accurate assessment results, because the process is assessed and the results simultaneously.
In selecting the techniques of assessment the educator must be considered "(1) the characteristics of the subject group, (2) the formulation of the subject competencies that developed in the syllabus, and (3) the formulation of indicators achievement of each Basic Competency (KD) kompetensi dasar".
Assessment instruments should be eligible: substances presenting assessed competencies, a construction that satisfies the technical requirements in based on the form of instruments used then the use of good, correct and communicative language according to the level of development of learners. 
In the 2013 curriculum, skills competencies are divided into 2 types, those are thinking skills and motor skills (physical). When further examined, the basic competence of skills in mathematics subjects, skill that is highlighted is the skill of thinking. A skill in mathematics is actually applying or applying mathematical knowledge then solve problems either mathematical problems that are related to daily life or not.
By referring to the article 8 letter f  of Permendikbud number 53 year 2015 on the assessment of learning outcomes from educators  or teacher and the units of education on primary and secondary education, "f. Skill assessment is done through practices, products, projects, portfolios, and / or other techniques in accordance with the assessed competencies ". In that article or pasal, there is a keyword "and or other techniques that match the competencies assessed", so to test the skills competence, it does not need to use practice, project, or portfolio techniques. Teachers as educators may also use other techniques, such as written tests.
Written test in the field of competence skills besides as an evaluation material, it also can be used as a media to train students in solving existing problems (problem solving). Implicitly, students will be formed into generation who have character and able to think critically in solving every problem that exist in daily life, especially related to learning materials that have been taught.
An Authentic Assessment Implementation Model
The model of implementing authentic assessment for the effectiveness of the implementation 2013 curriculum in educational institutions is as follows:
1.	Teachers should give the information about the purpose and focuses of learning to learners first.
2.	Agree on the assessment procedures that is used and the criteria for assessment. The agreement is expected to be able to motivate learners to get maximum results.
3.	Discuss ways that need to be done to achieve maximum results.
4.	Conducting assessment activities in accordance with collective agreement planning (data collection). The judgment of the judgment that made must not deviate from the agreement. It is intended to avoid disappointment of learners that impact on decreasing interest and learning intentions of learners.
5.	Provide feedback. It can be a critique and suggestion or drawing conclusions from the learning materials provided.
The Concept of Integrated Thematic Learning
Integrated Thematic Learning is an approach in learning that deliberately links some aspects both in intra subject and inters subjects. By the integration in materials learning, students will gain the knowledge and skills as well as a whole attitude education so that learning becomes meaningful for students or learners. The meaning of integrated thematic learning is a learning approach that involves several subjects to provide meaningful experiences for learners. The students or learners will understand the concepts that have learned by students through direct experience and contact with other concepts they already understand.
Characteristics of integrated thematic learning include: (1) student-centered, (2) providing direct experience to learners, (3) separation between subjects is not very clear, (4) presenting concepts from various subjects in a learning process, (5) flexible, (10) active, (6) learning results can be developed according to the interests and needs of learners, (7) holistic or unstructured field studies, (8) meaningful, (9) authentic, (10) active, (11)  another embodiment of integrated thematic implementation departing from the theme.
In an integrated thematic lesson at Madrasah level, learning process is presented in the form of themes. Within a month of learning, each theme is targeted to be completed. In one theme contains the content of science subjects, Mathematics, IPS, Bahasa Indonesia, PKN, PJOK and SBK. All these subjects are integrated into a single theme so those can make the students or learner active.
The type of this research is qualitative research. This study is descriptive qualitative, a research that produces descriptive data in the form of words written or spoken from the people and observed behavior. The subjects in this research are MIN teacher class Sidoarjo Pacitan, the Head of MIN Sidoarjo Pacitan, the head deputy of Madrasah curriculum field, and students of MIN Sidoarjo Pacitan. The object of this research is the implementation of authentic assessment on thematic integrated.
In collecting data and information researcher uses observation technique, interview, and documentation. The data analysis is: data reduction, data presentation, and conclusion. While the technique of examining the validity of the data using the persistence of observation, trianggulasi, and peer examination through discussion.
Description of Research Results and Discussion
Implementation of Authentic Assessment in Integrated Thematic Learning at MIN Sidoarjo Pacitan
Application of Curriculum 2013 in MIN Sidoarjo Pacitan has been implemented since the academic year 2014/2015 until now the academic year 2016/2017. The implementation is done gradually based on each class. However, since the beginning of its implementation is not applied to all classes, but in certain classes of class I and class IV.
Teachers at MIN Sidoarjo Pacitan are provided with knowledge about the 2013 curriculum through several trainings organized by the Ministry of Religious Affairs of Pacitan Regency, which also several times through the local Education Office. However, in the course of the training, it is not specifically discussed about authentic assessment techniques in the 2013 curriculum alone, so teachers only understand it in general that automatically reduces the effectiveness of their application in school institutions.
In general, the authentic assessment of the Curriculum 2013 targets a teacher not only to assess the knowledge or cognitive aspect, but to demand the teacher's capacity in assessing other aspects of attitude (affective) and psychomotor aspects. Teachers should be able to apply assessment on all three aspects during the learning process lasted until the time of learning after implemented (output).
The following will be the authors describe in more detail about the implementation of authentic assessment in integrated thematic learning in MIN Sidoarjo Pacitan:
1.	Assessment of Attitude
The form of assessment that is contained in the sphere of attitude includes teacher observation, self-assessment, assessment between friends and journals. Ideally all forms of assessment that can be implemented as a whole in integrated thematic learning, but in fact the teacher is still not able to implement it to the maximum in accordance with the form and stage of assessment has been determined.
Based on the result of observation at the learning process, it is seen that the teacher has not maximally implemented all forms of assessment for the sphere of attitude, such as observation should be implemented by the teacher, the observation instrument is not available, so the aspects that will be assessed by the teacher are not directed; assessments among friends and self-assessments should also be implemented by teachers, in this process the blanks prepared by teachers are sometimes incompatible with the subject competencies of teachers, as teachers use the scoring form obtained from teachers who have implemented them; while the journals used to record the important of events that occurring in children both in terms of achievement and problems which occur in students have also not been implemented by teachers because they consider it too complicated to implemented.
This is due to the limited ability of teachers to provide all assessment instruments in accordance with the form of assessment on aspects of attitude. Ideally teachers should make their own assessment instruments based on the competence to be achieved in the subjects that are gained by teachers. In this integrated thematic learning, it is important to conduct attitudes, as they can be used to illustrate the development of student attitudes.
2.	Knowledge Assessment
Based on the observation result, it can be concluded that there are two main interrelated issues related to the implementation of authentic assessment of the realm of knowledge on integrated thematic learning in MIN Sidoarjo, first, the teacher's ability in performing the assessment form on the knowledge aspect. This is reflected in the existence of some tests that are usually done in the previous curriculum include UTS, UAS, daily tasks, and the results of all tests conducted by students delivered through the report cards that will be accepted students every semester. Second, an availability of books as supporting learning. However, the availability of incomplete books does not prevent teachers from making judgments, as teachers can use LKS and utilize the internet to get the desired book by downloading.
3.	Skills Assessment
This skill aspect assessment form includes practical tests, projects and portfolios. Implementation of authentic assessment on the skill aspect in MIN Sidoarjo Pacitan has not run maximally. This is evident from the three forms of assessment of skills aspect is only one form that is often implemented by the teacher that is practice test. In this case, it is seen that teachers only emphasize on the achievement in terms of knowledge while the skills aspect that serves as a supporter of children's knowledge has not been implemented maximally.
The Obstacles of Teacher in Implementing Authentic Assessment of Integrated Thematic.
Each Madrasah has its own constraints in applying authentic assessments. MIN Sidoarjo Pacitan has constraints on the number of assessment formats that make teachers burdened in assessing and teachers should assess in detail the learning process associated with their real life outside of school. Teachers also claim to be constrained by time and too complicated with the assessment rubric. Meanwhile, the teachers themselves do not yet have enough understanding of authentic assessment techniques, although they often follow training.
Item assessment is too much, causing the teacher to spend time in sorting out the aspects that result in learning in one day that is not all done thoroughly done. Because of the large number of children is impossible for the teacher to keep everything in mind, and this assessment is also done from the beginning to the end of the lesson.
Points in the assessment were too complicated per sub theme by theme. In the aspect of attitude assessment is also felt very difficult because teachers may not be able to monitor so all of students. Not only that, teachers also feel heavy because they have to add up the value of each student as a whole and then describe the results obtained value for each subject. Though the results obtained daily is not all included into the report card.  On the other hand many parents are less satisfied with the results of the assessment in the form of description, so the teacher should always explain each sentence described, and explain how the value obtained by students.
Conclusion
Completion of education curriculum in Indonesia continues to be done by the government through the issuance of new rules, until the 2013 curriculum was born as the latest education curriculum. The 2013 curriculum embraces the basic view that knowledge cannot be simply transferred from teacher to learner. Learners are subjects who have the ability to actively looking for (observe), process, construct and use knowledge. Therefore, learning must provide the opportunity for the students or learner to construct knowledge in his cognitive process, in order to truly understand and apply the knowledge, while being encouraged in solving problems, finding everything that is in him, and striving to realize the ideas.
The assessment method that is in line with the implementation of the 2013 curriculum is an Authentic Assessment. Because, this assessment can illustrate the improvement of learning outcomes of students or learners, both in order to observe, reasoning, trying, networking, and others. In the context of authentic assessment each student will be evaluated through three competencies namely attitude competence, knowledge and skill.
The ineffectiveness of the application of authentic assessment in integrated thematic learning, triggered by the lack of awareness of teachers due to lack of understanding of technical assessment. In addition, teacher constraints in applying authentic assessment in MIN Sidoarjo Pacitan is the preparation of too many questions, the format of the assessment is too complicated to make teachers inconvenience in doing assessment to each learner. There are also other constraints that the time to compose and carry out an authentic assessment is deemed insufficient by the teacher.

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