AI-assisted authentic assessment in higher education: Mapping research trends and implications for deep learning

Rina Oktaviana, Zevira Fransisca Aurora, Opik Prasetyo, Ulya Ruwaida, Nurul Aulia, Hery Fajeriadi

Abstract


The rapid integration of artificial intelligence (AI) in higher education is fundamentally reshaping traditional assessment practices. This transformation is particularly evident in the development of authentic assessments designed to monitor, support, and strengthen deep learning processes continuously. Consequently, this study investigates current global research trends and explores how AI-assisted authentic assessment frameworks can be strategically designed to optimize student learning outcomes. Employing a comprehensive mixed-methods approach, the research combines a rigorous bibliometric analysis to map historical and emerging publication patterns with a detailed narrative literature review to extract deeper thematic insights. The collected bibliographic data were systematically analyzed and visualized using VOSviewer software. This quantitative phase was followed by an in-depth qualitative examination of meticulously selected articles, specifically focusing on underlying theoretical frameworks, practical AI-supported assessment models, and their broader educational implications. The findings reveal a significant increase in scholarly interest in real-time AI-enabled feedback mechanisms, the enhancement of task authenticity to mimic real-world scenarios, and their direct connection to holistic 21st-century skills development. By combining these multifaceted insights, the study proposes actionable strategies for educators and institutions to effectively implement AI-driven authentic assessment, ultimately serving to advance deep learning, ensure academic integrity, and better prepare students for future professional challenges.

Keywords


AI-assisted evaluation; Authentic assessment; Biology education research; Research trends; Deep learning

Full Text:

PDF

References


Ali, A., Hamansah, H., & Lidya, E. (2022). Pengembangan bahan ajar anatomi dan fisiologi tumbuhan disertai mindmap untuk meningkatkan HOTS mahasiswa. Jurnal Binomial, 5(1), 1-12. https://doi.org/10.46918/bn.v5i1.1210

Arifah, R. Z., Arista, S. F., Susilawati, W., & Sholihah, W. (2025). Integrasi flipped classroom dan digital storytelling dalam pembelajaran deep learning untuk meningkatkan berpikir kritis dan kreativitas matematis peserta didik. Papanda Journal of Mathematics and Sciences Research 4(2), 187–204. https://doi.org/10.56916/pjmsr.v4i2.1930.

Asyhad, S. M., & Alimuddin, A. (2025). Assesment pembelajaran dalam kurikulum Deep Learning. Jurnal Penelitian Ilmu-Ilmu Sosial, 2(11) 274-281. https://doi.org/10.5281/zenodo.15568889

Cahyani, P. V., Ahmad, F., & Zulfakar, M. N. M. (2024). Authentic assessment as a solution to enhance deep learning and maintain academic integrity in higher education. Journal of Educational Analytics (JEDA), 3(3), 531–544. https://doi.org/10.55927/jeda.v3i3.12393

Fathurohman, I., Amri, M. F., Septiyanto, A., & Riandi. (2023). Integrating STEM based education for sustainable development (ESD) to promote quality education: A systematic literature review. Jurnal Penelitian Pendidikan IPA, 9(11), 1052–1059. https://doi.org/10.29303/jppipa.v9i11.4430

Ferguson, T., Roofe, C., Cook, L. D., Bramwell-Lalor, S., & Gentles, C. H. (2022). Education for sustainable development (ESD) infusion into curricula: Influences on students’ understandings of sustainable development and ESD. In 63 Brock Education Journal, 31(2). https://doi.org/10.26522/brocked.v31i2.915

Fitroni, W., Ramadani, Y. S., Cahya, R. D., Rosyadi, M. R. E., & Hulu, N. M. (2025). Literature review: the use of professional technology in the integration of ESD (Education for Sustainable Development) in social science learning. Journal of Innovative Technology and Sustainability Education, 1(2), 79. https://doi.org/10.63230/jitse.1.2.79

Garcia, L. G. (2025). Impacts of authentic assessments in biology on the learning of grade 11 students. International Journal of Sciences: Basic and Applied Research (IJSBAR), 76(1), 92-120. https://www.gssrr.org/JournalOfBasicAndApplied/article/view/17350

Hamimi, E. (2021). The validity of learning material assisted augmented reality technology in the topic of structure and function of plant tissue. Jurnal Pembelajaran Sains, 5(1 2021,1-6, https://doi.org/10.17977/um033v5i1p1-6

Handayani, E., Anggara, A. A., Hapsari, I., & Lin, C. T. (2024). Developing an instrument and assessing SDGs implementation in Indonesian higher education. International Journal of Sustainable Development and Planning, 19(2), 577–590. https://doi.org/10.18280/ijsdp.190215

Hayati, R. (2025). Peran deep learning dalam meningkatkan keterampilan pemecahan masalah siswa. Jurnal Pendidik Indonesia, 6(1), 29-39. https://doi.org/10.61291/jpi.v6i2.39

Hu, A., Liu, Q., & Daniel, B. (2025). Digital technologies in authentic assessment in higher education: A systematic literature review and narrative synthesis. SAGE Open, 15(3). https://doi.org/10.1177/21582440251357198

Janssens, L., Kuppens, T., Mulà, I., Staniskiene, E., & Zimmermann, A. B. (2022). Do European quality assurance frameworks support integration of transformative learning for sustainable development in higher education? International Journal of Sustainability in Higher Education, 23(8), 148–173. https://doi.org/10.1108/IJSHE-07-2021-0273

Koh, K., Delanoy, N., Bene, R., Thomas, C., Danysk, G., Hone, G., Turner, J., & Chapman, O. (2019). The role of authentic assessment tasks in problem-based learning. Papers on Postsecondary Learning and Teaching: Proceedings of the University of Calgary Conference on Learning and Teaching, 3, 17-24. https://doi.org/10.55016/ojs/pplt.v3Y2019.53144

Kolade, O., Owoseni, A., & Egbetokun, A. (2024). Is AI changing learning and assessment as we know it? Evidence from a ChatGPT experiment and a conceptual framework. Heliyon, 10(4). https://doi.org/10.1016/j.heliyon.2024.e25953

Kotsis, K. T. (2025). Integrating artificial intelligence for science teaching in high school. In LatIA . 3(89), 1-13. https://doi.org/10.62486/latia202589.

Liu, F., Wang, H., Guo, Y., & Tang, T. (2026). Enhancing Sustainability Consciousness in Higher Education: Impacts of Artificial Intelligence-Integrated Sustainable Engineering Education. Sustainability (Switzerland), 18(4). https://doi.org/10.3390/su18042124.

Mabruroh, F., & Ashsiddiqi, M. H. (2021). Development of authentic assessment instrument based on scientific literacy to measure science process skills. Al-Ishlah: Jurnal Pendidikan, 13(3), 3096-3110. https://doi.org/10.35445/alishlah.v13i3.287

Marsh, A., & Hagan, A. (2024). Beyond memorization: The power of authentic assessments in STEM learning. Land-Grant Press — Teaching Section. 14. https://open.clemson.edu/cafls-scholars/14

Mastikawati, M., Baharun, H., Wahid, A. H., Solehatin, S., & Adawiyah, R. (2022). Strengthening early childhood learning outcomes through authentic assessment of students. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(5), 4547–4556. https://doi.org/10.31004/obsesi.v6i5.2525

Maulina, D., Hikmawati, A., & Marpaung, R. R. T. (2023). The effect of implementing ESD in the PBL model on critical thinking ability in environmental pollution material. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 8(2), 253–262. https://doi.org/10.24042/tadris.v8i2.18444

Mubarok, A. S., Nurazizah, Z., Herawan, E., & Putri, D. P. (2025). Deep Learning with Project-Based Learning (PjBL) model for student creativity. Pedagogia : Jurnal Pendidikan, 14(2), 239–252. https://doi.org/10.21070/pedagogia.v14i2.1957

Nimma, D., Arunadevi, V., Manu, M., Selvi, V., & Prema, S. (2024). Evaluating AI-based Deep Learning models for enhancing english reading comprehension skills in students. 8th International Conference on I-SMAC (IoT in Social, Mobile, Analytics and Cloud), I-SMAC 2024 - Proceedings, 1890–1895. https://doi.org/10.1109/I-SMAC61858.2024.10714755

Parwati, N. W., Suarni, N. K., Suastra, I. W., & Adnyana, P. B. (2019). The effect of project based learning and authentic assessment on students’ natural science learning outcome by controlling critical thinking skill. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012096

Pebriyanti, H., Makiyah, Y. S., Susanti, E., & Rahman, L. (2025). The effect of socio-scientific inquiry based learning (SSIBL) model assisted by nearpod on students’ problem-solving skills on alternative energy material. JPPS (Jurnal Penelitian Pendidikan Sains), 14(2), 108–123. https://doi.org/10.26740/jpps.v14n2.p108-123

Perla, L., & Vinci, V. (2023). Enhancing authentic assessment in higher education: Leveraging digital transformation and artificial intelligence. AIxEDU 2023 – High-performance Artificial Intelligence Systems in Education, 3605, 1-7. https://ceur-ws.org/Vol-3605/5.pdf

Retnosari, I. E., Ladyawati, E., Hanindita, A. W., & Azmy, B. (2025). Pelatihan penerapan deep learning dalam pembelajaran inovatif bagi guru sekolah dasar se-kecamatan Tarik, Jurnal Kanigara, 5(2) 119-132. https://doi.org/10.36456/vg483e17

Römgens, I., Scoupe, R., & Beausaert, S. (2020). Unraveling the concept of employability, bringing together research on employability in higher education and the workplace. Studies in Higher Education, 45(12), 2588–2603. https://doi.org/10.1080/03075079.2019.1623770.

Rosardi, R. G., & Widiastuti, A. (2025). Asesmen pembelajaran IPS dalam pendekatan Deep Learning: Tinjauan konsep dan implementatif. Prosiding Seminar Nasional Fakultas Ilmu Tarbiyah Dan Keguruan UIN Syarif Hidayatullah Jakarta, 2(1), 67-73. https://doi.org/10.64277/fc1z2n84

Ruhalahti, S., Aarnio, H., & Ruokamo, H. (2018). Deep learning evaluation in vocational teacher education: Conducted on the principles of authentic and dialogical collaborative knowledge construction. Nordic Journal of Vocational Education and Training, 8(2), 22–47. https://doi.org/10.3384/njvet.2242-458x.188222

Setyawarno, D., & Kurniawati, A. (2018). Implementation of authentic assessment in science learning at Indonesian schools. Journal of Science Education Research Journal, 2(2), 47-55. https://doi.org/10.21831/jser.v2i2.22468

Setyowati, Y., Kaniawati, I., Sriyati, S., Nurlaelah, E., & Hernani, H. (2022). The development of science teaching materials based on the PjBL-STEM model and ESD approach on environmental pollution materials. Jurnal IPA & Pembelajaran IPA, 6(1), 45–53. https://doi.org/10.24815/jipi.v6i1.23571

Sihombing, R. A., Muslim, M., Rahman, T., & Winarno, N. (2024). Enhancing quality education in Indonesia: A literature review of STEM-ESD landscape contributions. Journal of Science Learning, 7(3), 213–226. https://doi.org/10.17509/jsl.v7i3.69046

Sintiya, A. M., Luthfi, E., & Ahsani, F. (2025). STEM-based education for sustainable development in elementary schools: Fostering sustainability awareness through a descriptive qualitative approach. Journal of Islamic Primary Education, 8(1), 74–85. Retrieved https://doi.org/10.15575/al-aulad.v8i1.45701

Siregar, J., & Badriah, A. (2025). Integrasi manajemen pendidikan, Deep Learning, dan AI dalam pembelajaran berbasis masalah di SMK Kesehatan, Integration of Educational Management 3(2), 122-140. https://www.jurnal.zarilgapari.org/index.php/gafari/article/view/202

Sopa, M. N. W., Agung, P., & Herlina, U. (2025). The effect of Project Based-Learning model assisted by ESD-based student worksheets on critical thinking skills. Jurnal Elementaria Edukasia, 8(1), 3593–3605. https://doi.org/10.31949/jee.v8i1.12692

Sutadji, E., Susilo, H., Wibawa, A. P., Jabari, N. A. M., & Rohmad, S. N. (2021). Authentic assessment implementation in natural and social science. Education Sciences, 11(9). https://doi.org/10.3390/educsci11090534

Syahrani, M. T., Nuranti, G., Susanti, Y., & Juhanda, A. (2024). Keterampilan kolaborasi siswa melalui penerapan asesmen autentik berbantuan model cooperative integrated reading and composition scientific approach (CIRSA) pada konsep klasifikasi hewan. BIODIK, 10(4), 507–516. https://doi.org/10.22437/biodik.v10i4.36546.

Taqiyya, W., Dyah U. R., Samsuri, M., & Siswanto, H. (2025). Strategies of deep learning to foster meaningful and sustainable education in the 21st century. Journal of Deep Learning, 1(2). https://journals2.ums.ac.id/index.php/jdl

Ueda, S., & Ye, X. (2024). A smartphone-based method for assessing tomato nutrient status through trichome density measurement. IEEE Access, 1(2), 171304–171327. https://doi.org/10.1109/ACCESS.2024.3500215

Urbano, V. M., Arena, M., Azzone, G., & Mayeres, M. (2025). Sustainable development in higher education: An in-depth analysis of Times Higher Education Impact Rankings. Journal of Cleaner Production, 501. https://doi.org/10.1016/j.jclepro.2025.145302.

Vilmala, B. K., Kisworo, B., Rihan, H. G., & Syafriani, S. (2025). PjBL-ESD as an innovation in science learning: Cultivating local wisdom values and students’ critical thinking skills. Journal of Environment and Sustainability Education, 3(1), 62–70. https://doi.org/10.62672/joease.v3i1.62

Vlachopoulos, D., & Makri, A. (2024). A systematic literature review on authentic assessment in higher education: Best practices for the development of 21st century skills, and policy considerations. Studies in Educational Evaluation, 8(3). https://doi.org/10.1016/j.stueduc.2024.101425

Zebua, N. (2025). Education transformation: Implementation of deep learning in 21st-century learning. Harmoni Pendidikan: Jurnal Ilmu Pendidikan, 2(2), 146–152. https://doi.org/10.62383/hardik.v2i2.1405




DOI: https://doi.org/10.17509/aijbe.v9i1.96317

Refbacks

  • There are currently no refbacks.


Web Analytics Made Easy - StatCounter View AIJBE Stats

Creative Commons License AIJBE is under Creative Commons Attribution-ShareAlike 4.0 International License