Analisis Keterlaksanaan Asesmen Hasil Belajar Siswa pada Kurikulum Merdeka Belajar
Article Sidebar
Main Article Content
Abstract
This research was conducted at SDN Kabu Aceh Timur to analyze the implementation of student learning assessment, with the background of challenges in providing adequate facilities and infrastructure. The study aims to understand the implementation of assessment and the challenges faced by teachers. The type of research used is descriptive qualitative. The result show that in the Merdeka Curriculum, the student learning evaluation includes both academic and character assessments. Formative assessments are used TP track student progress, while summative assessment evaluate the achievement of learning goals. This evaluating also integrates character values through Pancasila-based projects. However, teacher face challenges in implementing the learning assessment, such as limited facilities, difficulties in mastering the curriculum, and applying project-based evaluations, nevertheless, the school strives to improve facilities and provide training for educators to address these obstacles.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Darlis, A., Sinaga, A., Perkasyah, M., Sersanawawi, L., & Rahmah, I. (2022). Pendidikan Berbasis Merdeka Belajar. Journal Analytica Islamica, 11(2), 393-401. Retrieved from https://pdfs.semanticscholar.org/909a/5758d2f4fd765e221ab949ed4400741b057b.pdf
Fitriyah, C. Z., & Wardani, R. P. (2022). Paradigma Kurikulum Merdeka Bagi Guru Sekolah Dasar. Scholaria: Jurnal Pendidikan dan Kebudayaan, 12(3), 236–243. https://doi.org/10.24246/j.js.2022.v12.i3.p236-243
Hariyanto, & Basuki, I. (2014). Asesmen Pembelajaran Bandung. In Bandung: PT. Remaja Rosdakarya Offset.
Ilmawan, D. (2024). Implementasi Kurikulum Merdeka: Pemaknaan Merdeka dalam Perencanaan Pembelajaran di Sekolah Dasar. Innovative: Journal of Social Science Research, 4(3), 820–828. https://doi.org/10.31004/innovative.v4i3.10546
Irsyad, M., & Sukaesih, S. (2015). Pengembangan Asesmen Autentik pada Materi Interaksi Makhluk Hidup dengan Lingkungan untuk Meningkatkan Kemampuan Berpikir Kritis Siswa. Unnes Science Education Journal, 4(2), 1253–1260.
Julianti, K., & Damaianti, V. S. (2022). Analisis Pemahaman Guru Mengenai Tindak Lanjut Asesmen Kompetensi Minimum (AKM). JURNAL TUAH: Pendidikan dan Pengajaran Bahasa, 4(1), 59–67. Retrieved from https://jtuah.ejournal.unri.ac.id/index.php/JTUAH/article/view/7982
Mulyasa, H. E. (2023). Implementasi Kurikulum Merdeka. Jakarta: Bumi Aksara.
Munaroh, L. N. (2024). Asesmen dalam Pendidikan: Memahami Konsep, Fungsi dan Penerapannya. Jurnal Pendidikan Sosial Humaniora, 3(3), 281–297. https://doi.org/10.30640/dewantara.v3i3.2915
Muslimin, I. (2023). Konsep dan Implementasi Kurikulum Merdeka Belajar pada Lembaga Pendidikan Islam Studi Kasus di Madrasah Se-Jawa Timur. Jurnal Administrasi Pendidikan Islam, 5(1), 43–57. https://doi.org/10.15642/japi.2023.5.1.43-57
Pramiswari, E. D., Suwandayani, B. I., & Deviana, T. (2023). Analisis Kebutuhan Modul Ajar dalam Implementasi Kurikulum Merdeka Kelas 2 SD Muhammadiyah 03 Assalaam. Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(3), 3377-3393. Retrieved from https://journal.unpas.ac.id/index.php/pendas/article/view/10393.
Wahyudi, W. (2012). Assesment Pembelajaran Berbasis Portofolio di Sekolah. Jurnal Visi Ilmu Pendidikan, 2(1), 288–297. https://doi.org/10.26418/jvip.v2i1.370
Yusuf, M. (2015). Asesmen dan Evaluasi Pendidikan Pilar: Penyedia Informasi dan Kegiatan Pengendalian Mutu Pendidikan. Jakarta: Prenamedia Group.