<![CDATA[AbstrakPenelitian bertujuan mendeskripsikan implementasi penilaian autentik, kendala yang ditemukan dalam aktivitas pembelajaran, serta upaya yang dilakukan untuk mengatasi kesulitan pada keterampilan menulis bahasa Mandarin. Metode penelitian menggunakan deskriptif kualitatif. Data dikumpulkan menggunakan teknik wawancara, pengamatan, dan analisis dokumen. Sumber data penelitian yaitu dua orang guru bahasa Mandarin. Analisis data dilakukan dengan tahapan pengumpulan data, reduksi data, penyajian data, dan kesimpulan. Hasil penelitian menunjukkan bahwa penilaian autentik pada keterampilan menulis bahasa Mandarin siswa SMA Negeri 1 Grogol, Kabupaten Kediri, Jawa Timur berfokus pada tiga hal: penerapan penilaian autentik oleh guru secara umum telah diterapkan dalam bentuk teknik penilaian sikap, pengetahuan, dan keterampilan; kendala yang dihadapi guru berasal dari guru dan siswa, keterbatasan waktu, serta kriteria penilaian yang cukup kompleks; upaya yang dilakukan mengatasai kendala yaitu menambah referensi terkait dan mengindentifikasi standar untuk mengukur kompetensi yang diharapkan dengan pemberian fokus tugas kontekstual serta penyiapan lebih awal dan matang pada perangkat pembelajaran. AbstractThe research aimed to describe the implementation of authentic assessment, the obstacles found in learning activities, and the efforts made to overcome difficulties in writing Chinese language skills. The research method was descriptive qualitative. Data were collected using interview, observation, and document analysis techniques. The research data sources were two Mandarin teachers. Data analysis was carried out through the stages of data collection, data reduction, data presentation, and conclusions. The results showed that authentic assessment of the writing skills of Chinese students at SMA Negeri 1 Grogol, Kediri Regency, East Java focused on three things: the application of authentic assessment by teachers, in general, has been applied in the form of attitude, knowledge, and skills assessment techniques; the obstacles faced by teachers come from teachers and students, time constraints, and quite complex assessment criteria; efforts made to overcome the obstacles, namely adding related references and identifying standards to measure the expected competencies by providing a focus on contextual tasks as well as early and mature preparation of learning tools.]]>
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