PENDEKATAN-PENDEKATAN DALAM EVALUASI HASIL BELAJAR DI TINGKAT PENDIDIKAN DASAR
DOI:
https://doi.org/10.23969/jp.v10i02.26158Keywords:
Evaluation of Learning Outcomes, Basic Education, Assessment Approaches, Competency-Based LearningAbstract
Evaluation of learning outcomes at the basic education level faces challenges in implementing an assessment system that not only measures cognitive aspects, but also covers the development of competencies as a whole. This research aims to examine various learning outcome evaluation approaches that are relevant and effective in primary schools. The method used is a literature study with a qualitative approach and content analysis of theoretical and practical sources related to learning evaluation. The results show that approaches such as formative, summative, authentic, portfolio, as well as self- and peer-assessment have an important role in supporting competency-based learning and maximum development of learners' potential. The implementation of these approaches still faces obstacles in the field, such as limited teacher capacity and lack of operational guidelines.Downloads
References
Andini, R., & Suryadi, D. (2022). Model Penilaian Berbasis Kompetensi di Sekolah Dasar . Jurnal Pendidikan Inovatif, 17(3), 190–205.
Febrianto, N., & Rahayu, S. (2022). Dampak Penilaian Berbasis Angka terhadap Motivasi Belajar Siswa SD . Jurnal Studi Kependidikan, 16(2), 110–125.
Handayani, T., & Utami, W. (2024). Transformasi Evaluasi Pembelajaran dalam Kurikulum Merdeka . Jurnal Kebijakan Pendidikan, 21(1), 45–60.
Indrawan, R., & Setiawan, A. (2023). Analisis Implementasi Penilaian Formatif di Sekolah Dasar . Jurnal Pendidikan Dasar, 15(1), 78–95.
Kemdikbudristek. (2023). Laporan Evaluasi Implementasi Kurikulum Merdeka: Tahap Awal . Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.
Kurniawan, A., & Wijaya, A. (2024). Strategi Pengembangan Asesmen Autentik di Sekolah Dasar . Jurnal Pendidikan dan Teknologi, 19(4), 310–325.
Prasetyo, H., et al. (2023). Pendekatan Penilaian Portofolio dalam Meningkatkan Kompetensi Siswa SD . Jurnal Pendidikan Dasar, 16(2), 123–135. https://doi.org/10.23456/jpis.2023.16.2.123
Putra, I. G. N., & Anggraini, R. (2025). Inklusi dan Keberlanjutan dalam Sistem Evaluasi Pembelajaran . Jurnal Ilmu Pendidikan, 14(1), 80–95.
Putri, R. A., & Prasetyo, A. (2023). Peran Evaluasi dalam Pengembangan Karakter Siswa Sekolah Dasar . Jurnal Pendidikan Karakter, 13(2), 200–215.
Rahmawati, I., & Lestari, M. (2023). Tantangan Guru dalam Menerapkan Evaluasi Holistik di Sekolah Dasar . Jurnal Kependidikan, 20(3), 220–235.
Suryadi, M., Febriyanti, M., & Wibowo, A. (2024). Umpan Balik Efektif dalam Proses Evaluasi Pembelajaran SD . Jurnal Pendidikan dan Evaluasi, 12(2), 180–195.
Susilo, H., & Herdiana, J. (2021). Evaluasi Tradisional versus Evaluasi Kontemporer di Sekolah Dasar . Jurnal Pendidikan dan Kebijakan, 16(4), 250–265.
Suparno, P. (2010). Teori Perkembangan Kognitif Jean Piaget . Yogyakarta: Kanisius. Vygotsky, L. S. (1978). Mind in Society . Cambridge, MA: Harvard University Press.
Wibowo, A., & Febriyanti, M. (2022). Evaluasi Hasil Belajar dan Dampaknya terhadap Perkembangan Anak Usia SD . Jurnal Psikologi Pendidikan, 15(1), 45–60.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
