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Berpikir kreatif sangat diperlukan siswa pada pendidikan abad 21. Tantangan pada abad 21 ditandai dengan tantangan yang semakin rumit dan kompleks dimana diperlukan kemampuan berpikir kreatif. Melalui berpikir kreatif siswa dapat menghasilkan sesuatu ide atau gagasan baru dalam menyelesaikan permasalahan terutama yang dihadapi dalam kehidupan sehari-hari. Peran guru dalam mengembangkan kemampuan berpikir kreatif dapat dilakukan melalui pembiasaan dalam proses pembelajaran sehingga mencapai tujuan pendidikan. Ada lima tahapan dalam proses berpikir kreatif yaitu: 1) tahap persiapan, 2) tahap konsentrasi, 3) tahap pengetahuan, 4) tahap pemecahan, dan 4) tahap verifikasi. Guru dalam mengimplementasi proses pembelajaran agar siswa memiliki kemampuan berpikir kreatif diperlukan langkah-langkah pengembangan instrumen penilaian adalah sebagai berikut: 1) menentukan standar, 2) menentukan konstruk, 3) menentukan tugas autentik yang akan dan harus dilakukan siswa, 4) mengembangkan kriteria penilaian, dan 5) membuat rubrik penilaian. Instrumen penilaian berpikir kreatif dapat digunakan sebagai acuan bagi guru dalam melakukan penilaian berpikir kreatif sehingga penilaian bersifat objektif tidak subjektif. Kata Kunci: instrumen penilaian, berpikir kreatif, pendidikan abad 21

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Authentic assessment is an assessment that requires students to be able to use knowledge, display attitudes, and skills acquired through real tasks in the real situation in the learning process. This study aims to produce an authentic curriculum assessment model book 2013 that meets eligibility so that teachers can use it in conducting authentic assessment on aspects of knowledge, attitudes, and skills. The research design used is the type of research development. The research procedure refers to the Borg and Gall steps, namely: 1) potential and problems, 2) information gathering, 3) product design, 4) design validation, and 5) product revision. Data collection techniques through interviews and questionnaires. The results of the needs analysis through interviews with elementary school teachers that teachers still find it difficult to develop authentic assessment. The results of the needs analysis questionnaire obtained a score of 75% means the teacher needs an authentic curriculum assessment book 2013. The results of the Feasibility Test on the subject matter experts, content, and language used in the authentic curriculum assessment model book 2013 in Elementary Schools obtained a score of 94% with the category "Very Valid ". Based on the results of the study, it can be concluded that the book model for developing authentic curriculum assessment in elementary schools meets the eligibility for teacher use as an authentic assessment guide that is equipped with a theoretical foundation, knowledge assessment, attitude assessment, and skills assessment.