EMBEDDING AUTHENTIC ASSESSMENT IN AR-BASED CIVIC EDUCATION

This study develops an empirically informed conceptual framework for embedding authentic assessment in AR-Based Civic Education integrated with Project Citizen across cognitive, affective, and participatory domains. The article reports a secondary design analysis embedded within a broader Design-Based Research (DBR) project and re-examines evidence generated during a three-week implementation involving 27 Grade IX students from three public junior high schools in Bandung, Indonesia: SMPN 2 Bandung, SMPN 12 Bandung, and SMPN 30 Bandung, with nine students from each school.. The evidence base comprised archived summary results from a paired pretest-posttest analysis, 27 student interviews, narrative reflections, classroom observations, four-panel portfolios, action plans, and rubric-based performance records. The original paired analysis reported an increase in mean cognitive scores from 59.79 to 85.33 (p < .001). Thematic analysis of the qualitative corpus identified recurring evidence of empathy, tolerance, value-oriented reflection, deliberative participation, collaboration, and civic action readiness. These findings suggest that AR can provide a contextual and immersive learning environment, while Project Citizen and reflective and performance activities generate complementary forms of assessment evidence throughout the learning process. Because the study involved a limited single-group implementation and the present article relies partly on archived results, the findings should not be interpreted as causal validation of AR or Project Citizen. The proposed Embedded Authentic Assessment framework is therefore presented as an empirically informed conceptual synthesis that requires further validation across larger and more diverse contexts.