<![CDATA[This article was written based on research that the researcher conducted with the aim of identifying the forms of formative assessment implementation that can promote meaningful learning in Indonesian language subjects. This research is very important to conduct because the implementation of formative assessment that can encourage meaningful learning for students is not only oriented toward determining students' learning progress, but also creating a lasting impression on students when participating in formative assessment and being effective in helping students understand the learning material. This descriptive qualitative research was conducted in Class III-B of SDN 024 Tarakan, involving the homeroom teacher as the main research subject and two students selected through random sampling as supporting research subjects. The researcher collected research data through observation, interviews, and documentation, and implemented source and technique triangulation to ensure that the data obtained and presented were credible and objective. Based on the research findings, it was found that the main research subject had implemented formative assessment in promoting meaningful learning in Indonesian language subjects. This was actualized through the contextual implementation of formative assessment, active student participation, and integration across disciplines, so that formative assessment could effectively facilitate students in understanding learning materials, recognizing the implementation of learning materials in everyday life, and reconstructing students’ deficiencies during the learning process.]]>
