Analisis Penerapan Asesmen Formatif Pada Mata Pelajaran IPAS untuk Sekolah Dasar

Dhika Mukhlis Muamar, Sry Suryaningsih, Widia Widia

Abstract


Penerapan asesmen formatif di sekolah dasar merupakan faktor kunci dalam peningkatan mutu pembelajaran, karena tidak hanya berfungsi sebagai alat evaluasi tetapi juga sebagai sarana untuk terus meningkatkan proses belajar mengajar. Namun, di Kabupaten Wera, praktik asesmen formatif masih menghadapi berbagai tantangan, baik dalam perencanaan maupun pelaksanaannya. Penelitian ini bertujuan untuk menganalisis sejauh mana guru mata pelajaran IPAS di sekolah dasar memahami dan menerapkan asesmen formatif dalam pembelajaran, serta mengidentifikasi kebutuhan pengembangan profesional guru terkait asesmen tersebut. Metode penelitian menggunakan pendekatan deskriptif kuantitatif dengan melibatkan 50 responden (guru IPAS) melalui observasi dan penyebaran angket, serta dilengkapi dengan analisis kualitatif atas temuan lapangan. Hasil penelitian menunjukkan bahwa sebagian besar guru masih bergantung pada buku paket (75%), tidak menggunakan hasil asesmen sebagai dasar perbaikan proses pembelajaran (90%), serta belum menjadikan indikator capaian siswa sebagai tolok ukur keberhasilan (100% berharap adanya pelatihan). Kesimpulannya, penerapan asesmen formatif di Kecamatan Wera belum optimal dan lebih bersifat administratif. Rekomendasi penelitian ini adalah perlunya pelatihan berkelanjutan, penyusunan pedoman asesmen formatif berbasis kebutuhan siswa, serta pendampingan praktis bagi guru agar asesmen benar-benar berfungsi sebagai instrumen peningkatan mutu pembelajaran.

Keywords


Asesmen Formatif; Guru Sekolah Dasar; IPAS; Pembelajaran; Pelatihan Guru

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DOI: https://doi.org/10.56842/jpk.v2i4.677

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