This research aims to find out strategies that can be applied in authentic assessment as a measure of success and as a learning evaluation material to further develop according to the times. The method used in this research is to use a qualitative method with a literature study approach or library research. In digging up information through literature studies, researchers pay attention to the credibility of journals that are tailored to the title in this study. Meanwhile, the analysis technique used is content analysis technique. The results of this study indicate that one of the learning evaluation models relevant to education is the authentic assessment model. Authentic assessment aims to measure the ability of students as a whole, both cognitive (knowledge), affective (attitude), and psychomotor (skills) aspects. The context of applying authentic assessment involves the real world in the form of project tasks. This is done to prepare learners to face real-world situations. In its application, there are certainly factors that influence it. Some of the inhibiting factors in the application of authentic assessment include lack of time, the number of students exceeding the limit, and the lack of teacher understanding of authentic assessment.

This study aims to describe models of technology integration, namely SAMR and TPACK. Each model explains the components contained therein, which certainly have advantages and disadvantages in their application in PAI learning. The SAMR framework is used to evaluate the level of technology integration in learning, while TPACK helps identify the knowledge required for teachers to effectively combine technology with pedagogy and content. The method used in this study is library research, which involves using relevant literature as a source of information. The findings of this study indicate that: (1) the use of the SAMR model can improve students' critical thinking skills and learning motivation, as well as make the learning process more modern and effective. (2) Although there is significant potential to increase students' interest and teachers' positive perceptions of technology use, challenges such as teachers' readiness and competence, as well as the integration of technology into the curriculum, need to be addressed. (3) Teachers require ongoing training and support to optimise the use of technology in learning, enabling them to effectively apply the SAMR and TPACK models.