Is Authentic Learning Effective To Implement In The Indonesian Curriculum

Abstract: In the 21st century, students need the ability to solve real-life problems, namely those encountered in society outside of school, which cannot be solved by simply memorizing material. These skills can be honed through the use of the Authentic Learning method, because in this method, students are given problems that can be encountered in real life and are encouraged to independently use HOTS (High Order Thinking Skills). With the change in the Indonesian curriculum, which is considered to lack thorough preparation in its implementation, as well as the variety of methods used and outputs that cannot be considered satisfactory, this raises the question: will the Authentic Learning model be effective if applied to the Indonesian curriculum, considering that many developed countries, such as Finland, Japan, and the United States, have already implemented this method? This article was written using a qualitative approach, namely the collection of information through literature research, books, journals, and institutional archives. Much of the information in this article is sourced from journals, articles, or literature reviews that are relevant to the topic. Authentic learning can be understood as a learning process carried out using methods and in an environment that correspond to “real” experiences in students' lives, both inside and outside the classroom. Meanwhile, PJBL focuses on achieving targets through activities such as designing, testing, or implementing a product or project. In contrast, PBL provides more space for exploration, creativity, in-depth investigation, and requires students to take control of their learning process independently. Through additional distinctions, Authentic Learning involves complex communication such as persuading, explaining, conveying, and negotiating in solving complex problems through collaboration.