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All Journal Tsaqofah: Jurnal Penelitian Guru Indonesia YASIN: Jurnal Pendidikan dan Sosial Budaya
Suci Raufi Alkarima
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Education Social Sciences Other

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Penilaian Kinerja (Performance Assessment) dalam Pembelajaran Bahasa Indonesia di SMP: Kajian Literatur Suci Raufi Alkarima; Amril Amir; Abudrahman
TSAQOFAH Vol 6 No 5 (2026): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i5.11814

Abstract

Assessing language competence requires an approach capable of evaluating students’ knowledge and skills authentically and holistically. This study aimed to comprehensively examine the concept of performance assessment in Indonesian language instruction at the junior high school level. The study employed a systematic literature review approach by examining various scholarly sources that discuss the nature, types, components, and implementation of performance assessment in language instruction. The findings showed that performance assessment is a relevant authentic assessment method for comprehensively measuring students’ language competence, including listening, speaking, reading, and writing skills. Its implementation still faces several challenges, particularly time constraints, assessor subjectivity, and disparities in teachers’ understanding of how to use assessment rubrics. Performance assessment designed systematically with clear criteria and rubrics can improve assessment validity and reliability, motivate students, and promote more meaningful learning. These findings emphasize the importance of strengthening teachers’ competence in designing and implementing effective performance assessments aligned with curriculum requirements. This review provides a conceptual foundation and practical recommendations for Indonesian language teachers to develop assessments that represent students’ language competence more authentically.
Indonesian Language Instructional Design in the Merdeka Curriculum: Opportunities and Challenges in Secondary Schools Suci Raufi Alkarima; Zamratul Ain; Syahrul R; Tressyalina; Afnita
YASIN Vol 6 No 5 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i5.11809

Abstract

The Merdeka Curriculum places flexibility, competency development, and students’ learning needs at the center of instructional planning. However, systematic research connecting Indonesian language instructional design with the opportunities and challenges of curriculum implementation in secondary schools remains limited. This study analyzed Indonesian language instructional design within the Merdeka Curriculum and identified the opportunities and challenges associated with its implementation. A descriptive qualitative approach with a library research design was employed. Data were obtained from official government policy documents and scholarly articles selected purposively according to their relevance, recency, and source credibility. The data were collected through documentation and examined using qualitative content analysis. The findings indicate that instructional design is organized through the alignment of Learning Outcomes, sequences of learning objectives, teaching modules, and assessment practices. Key opportunities include instructional flexibility, contextual and experience-based learning, project-based learning, differentiated instruction, and teacher collaboration. Conversely, implementation is constrained by variations in teacher readiness, limited facilities, the need for continuous teaching-material development, regulatory changes, and disparities in instructional capacity across schools. The study concludes that curriculum flexibility alone is insufficient to ensure effective implementation without sustained professional and institutional support. These findings clarify the organizational components and implementation conditions required to develop Indonesian language instruction that is contextual, adaptive, and responsive to students’ learning needs.
Co-Authors Abudrahman Afnita Amril Amir Syahrul R Tressyalina Zamratul Ain