Abstract
The problem in Authentic assessment to date is that there has not been found a learning design for online assessment. This study focuses more on exploring the obstacles faced by elementary school teachers in implementing authentic assessment and providing alternative solutions to maximize implementation in schools. The research method uses qualitative research with an ethnographic design. This research was conducted from January to July 2020 with interviews to find out the teacher's obstacles in implementing authentic assessment in the 2013 curriculum. Qualitative data analysis consisted of three activities that occurred simultaneously, namely: data reduction, data presentation, and drawing conclusions. The results show that the implementation of authentic assessment in schools has not been going well. Teachers find it difficult to enter students' final grades into their report cards, the lack of students' ability to understand questions, and obstacles in implementing the skills domain, which takes a lot of funds so that sometimes it doesn't go well.
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