Efektivitas Asesmen Sumatif dalam Pengukuran Capaian Pembelajaran Peseta Didik Kelas IV MIN 19 Bireuen
DOI:
https://doi.org/10.59188/jcs.v3i6.776Keywords:
Asesmen Sumatif, Pembelajaran, Peseta DidikAbstract
Asesmen sumatif adalah jenis evaluasi yang dilakukan pada akhir periode pembelajaran untuk menilai sejauh mana siswa telah menguasai materi yang telah diajarkan. Berbeda dengan asesmen formatif yang berlangsung selama proses pembelajaran dan bertujuan untuk memberikan umpan balik guna memperbaiki pembelajaran, asesmen sumatif lebih berfokus pada penilaian akhir terhadap hasil belajar siswa. Dari 118 peserta didik pada semester 1 dengan hasil perolehan nilai terjadi peningkatan pada semester ke 2. Pada setiap jenis mata pelajaran yang diujiankan dalam dua semester pada tahun ajaran 2023-2024. Secara keseluruhan, asesmen sumatif memainkan peran penting dalam sistem pendidikan karena memberikan gambaran akhir tentang pencapaian siswa dan efektivitas proses pembelajaran, meskipun tidak dirancang untuk mendukung pembelajaran berkelanjutan secara langsung seperti asesmen formatif.
References
Rivai, A. (2015). Penilaian Hasil Belajar. PT Raja Grafindo Persada.
Surya, M., & Priatna, N. (2018). Asesmen Pembelajaran. PT Remaja Rosdakarya.
Sanjaya, W. (2011). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Kencana.
Hamalik, O. (2010). Proses Belajar Mengajar. Bumi Aksara.
Sukmadinata, N. S. (2016). Metode Penelitian Pendidikan. PT Remaja Rosdakarya.
Sudijono, A. (2015). Pengantar Evaluasi Pendidikan. PT Raja Grafindo Persada.
Wina Sanjaya, I. N. (2012). Penilaian Autentik. Kencana.
Agus, M., & Arsyad, A. (2019). Penilaian Hasil Belajar. PT Rajagrafindo Persada.
Hadi, S. (2017). Penilaian Pembelajaran. PT Remaja Rosdakarya.
Subagyo, A. (2018). Pengukuran dan Evaluasi Pendidikan. PT Raja Grafindo Persada.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
Nitko, A. J., & Brookhart, S. M. (2018). Educational assessment of students (7th ed.). Pearson.
Popham, W. J. (2008). Transformative assessment. ASCD.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice.
Harlen, W., & Deakin Crick, R. (2002). Testing and motivation for learning. Assessment in Education: Principles, Policy & Practice.
Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan
Marzano, R. J. (2006). Classroom assessment & grading that work. ASCD.
Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.). (2001). Knowing what students know: The science and design of educational assessment. National Academies Press.
Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership,
Wilson, M. (2005). Constructing measures: An item response modeling approach. Routledge.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Amar Halim
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC-BY-SA). that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
