STRATEGI GURU DALAM MENERAPKAN ASESMEN FORMATIF DAN SUMATIF PADA PEMBELAJARAN DI KELAS KURIKULUM MERDEKA
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Abstract
This study focuses on teachers' implementation of the Merdeka Curriculum in classroom learning using formative assessment and summative assessment instruments with material scope in accordance with the Ministry of Primary and Secondary Education (Kemendikdasmen) academic year version. This study uses a literature study method with reference to case study results, teachers' problems needs presented in previous studies. These research limitations in teachers' implementation of the Merdeka Curriculum, which is adapted to the contextualisation of students' circumstances in subjects that require more attention to supporting aspects, and the influence of the government in the administration that teachers must carry out, thereby restrict innovative space to achieve learning objectives. Teachers' strategies in determining formative and summative assessments appropriate to students' circumstances still have obstacles, so continuous improvement of competence and technological guidance is needed in adapting to students' needs. In addition, teachers' creativity in strategy still needs to be developed, with flexibility being a point of opportunity for objective assessment results.
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References
Arta, G. Y. (2024). Asesmen dalam pendidikan: Konsep, pendekatan, prinsip, jenis, dan fungsi. Jurnal Pendidikan, Bahasa Dan Budaya, 3(3), 170-190.
Budiono, Arifin Nur, & Hatip, Mochammad. (2023). Asesmen Pembelajaran Pada Kurikulum Merdeka Learning Assesment in the Independent Curriculum. 8(1).
Fadhilah, Awaliya N. U. R. (2024). Model Asesmen Pembelajaran Pendidikan Agama Islam dan Budi Pekerti dalam Kurikulum Merdeka di SMP Negeri 1 Kemangkon Tahun Pelajaran 2023/2024 Tesis.
Fatmawati, Fahmi Yahya, I. Made Sentaya. (2023). Pelatihan Pelaksamaan Asesmen Diagnostik, Formatif, dan Sumatif berbatuan TIK untuk Guru-guru Pasraman Widya Dharma Sumbawa. Fatmawati 1 , Fahmi Yahya 2* , I Made Sentaya 3. 6(3).
Haryoko, S., Bahartiar, & Arwadi, F. (2020). Analisis data penelitian kualitatif (Konsep, teknik, & prosedur analisis). Makassar: Badan Penerbit Universitas Negeri Makassar Klis Dianti, Maria Ulfah, Abd Salam, Gunawan, Luthfiyah. (2025). Analisis Asesmen Diagnostik , Formatif dan Sumatif Serta Implikasinya terhadap Efektivitas Sistem Evaluasi Pendidikan. 5, 555–565.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. (2025). Panduan pembelajaran dan asesmen pendidikan anak usia dini, jenjang pendidikan dasar, dan jenjang pendidikan menengah (Edisi revisi). Jakarta: Pusat Kurikulum dan Pembelajaran.
Kusuma Dwi Nur Ma’rifati. (2024). Profesionalisme Guru dalam Asesmen Formatif dan Sumatif. 18(01), 99–107.
Mawaddah, Fitri Sagita. (2023). Asesmen dalam Kurikulum Merdeka Belajar. 3(1), 8–13.
Nasir, Muh. (2025). Evaluasi Penerapan Asesmen Formatif Dalam Pembelajaran IPA Pada Siswa Sekolah Menengah Pertama. 4(3).
Nisa, Intan Khoirun. (2025). Strategi Asesmen dan Evaluasi Pembelajaran di Sekolah Dasar Intan. 10(September), 467–480.
Putri, Firani, & Zakir, Supratman. (2023). Mengukur Keberhasilan Evaluasi Pembelajaran : Telaah Evaluasi Formatif Dan Sumatif Dalam Kurikulum Merdeka. 2(4).
Putu, Ni, Astuti, Eni, Margunayasa, I. Gede, & Suarni, Ni Ketut. (2024). Permasalahan Asesmen Pada Kurikulum Merdeka. 7, 22–32.
Rahmawati, Aufa Fitri, & Anbiya, Bakti Fatwa. (2024). Pemanfaatan Microsoft Excel untuk Pengolahan Penilaian Sumatif Hasil Belajar Siswa PAI dalam Kurikulum Merdeka. 2, 126–141.
Sukma, Nabil Latifa Mutiah. (2025). Implementasi Asesmen Sumatif Pembelajaran Pndidikan Agama Islam SMPIT Insan Kamil Karanganyar. 5(1), 182–191.
Syafi’i, Fahrian Firdaus. (2021). Merdeka belajar: sekolah penggerak. (November), 46–47.
Main Article Content
Abstract
This study focuses on teachers' implementation of the Merdeka Curriculum in classroom learning using formative assessment and summative assessment instruments with material scope in accordance with the Ministry of Primary and Secondary Education (Kemendikdasmen) academic year version. This study uses a literature study method with reference to case study results, teachers' problems needs presented in previous studies. These research limitations in teachers' implementation of the Merdeka Curriculum, which is adapted to the contextualisation of students' circumstances in subjects that require more attention to supporting aspects, and the influence of the government in the administration that teachers must carry out, thereby restrict innovative space to achieve learning objectives. Teachers' strategies in determining formative and summative assessments appropriate to students' circumstances still have obstacles, so continuous improvement of competence and technological guidance is needed in adapting to students' needs. In addition, teachers' creativity in strategy still needs to be developed, with flexibility being a point of opportunity for objective assessment results.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Arta, G. Y. (2024). Asesmen dalam pendidikan: Konsep, pendekatan, prinsip, jenis, dan fungsi. Jurnal Pendidikan, Bahasa Dan Budaya, 3(3), 170-190.
Budiono, Arifin Nur, & Hatip, Mochammad. (2023). Asesmen Pembelajaran Pada Kurikulum Merdeka Learning Assesment in the Independent Curriculum. 8(1).
Fadhilah, Awaliya N. U. R. (2024). Model Asesmen Pembelajaran Pendidikan Agama Islam dan Budi Pekerti dalam Kurikulum Merdeka di SMP Negeri 1 Kemangkon Tahun Pelajaran 2023/2024 Tesis.
Fatmawati, Fahmi Yahya, I. Made Sentaya. (2023). Pelatihan Pelaksamaan Asesmen Diagnostik, Formatif, dan Sumatif berbatuan TIK untuk Guru-guru Pasraman Widya Dharma Sumbawa. Fatmawati 1 , Fahmi Yahya 2* , I Made Sentaya 3. 6(3).
Haryoko, S., Bahartiar, & Arwadi, F. (2020). Analisis data penelitian kualitatif (Konsep, teknik, & prosedur analisis). Makassar: Badan Penerbit Universitas Negeri Makassar Klis Dianti, Maria Ulfah, Abd Salam, Gunawan, Luthfiyah. (2025). Analisis Asesmen Diagnostik , Formatif dan Sumatif Serta Implikasinya terhadap Efektivitas Sistem Evaluasi Pendidikan. 5, 555–565.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. (2025). Panduan pembelajaran dan asesmen pendidikan anak usia dini, jenjang pendidikan dasar, dan jenjang pendidikan menengah (Edisi revisi). Jakarta: Pusat Kurikulum dan Pembelajaran.
Kusuma Dwi Nur Ma’rifati. (2024). Profesionalisme Guru dalam Asesmen Formatif dan Sumatif. 18(01), 99–107.
Mawaddah, Fitri Sagita. (2023). Asesmen dalam Kurikulum Merdeka Belajar. 3(1), 8–13.
Nasir, Muh. (2025). Evaluasi Penerapan Asesmen Formatif Dalam Pembelajaran IPA Pada Siswa Sekolah Menengah Pertama. 4(3).
Nisa, Intan Khoirun. (2025). Strategi Asesmen dan Evaluasi Pembelajaran di Sekolah Dasar Intan. 10(September), 467–480.
Putri, Firani, & Zakir, Supratman. (2023). Mengukur Keberhasilan Evaluasi Pembelajaran : Telaah Evaluasi Formatif Dan Sumatif Dalam Kurikulum Merdeka. 2(4).
Putu, Ni, Astuti, Eni, Margunayasa, I. Gede, & Suarni, Ni Ketut. (2024). Permasalahan Asesmen Pada Kurikulum Merdeka. 7, 22–32.
Rahmawati, Aufa Fitri, & Anbiya, Bakti Fatwa. (2024). Pemanfaatan Microsoft Excel untuk Pengolahan Penilaian Sumatif Hasil Belajar Siswa PAI dalam Kurikulum Merdeka. 2, 126–141.
Sukma, Nabil Latifa Mutiah. (2025). Implementasi Asesmen Sumatif Pembelajaran Pndidikan Agama Islam SMPIT Insan Kamil Karanganyar. 5(1), 182–191.
Syafi’i, Fahrian Firdaus. (2021). Merdeka belajar: sekolah penggerak. (November), 46–47.